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Journal articles on the topic 'Achievement goal theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 March 2023

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1

King, Ronnel B., and David A. Watkins. "“Socializing” Achievement Goal Theory: The Need for Social Goals." Psychological Studies 57, no. 1 (December 23, 2011): 112–16. http://dx.doi.org/10.1007/s12646-011-0140-8.

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2

ZUSHO, AKANE, and KAREN CLAYTON. "Culturalizing Achievement Goal Theory and Research." Educational Psychologist 46, no. 4 (October 2011): 239–60. http://dx.doi.org/10.1080/00461520.2011.614526.

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3

Smith, Daniel, and Emily Oliver. "Dispositional goals and academic achievement: Refining the 2x2 achievement goal model." Sport & Exercise Psychology Review 16, no. 1 (April 2020): 20–37. http://dx.doi.org/10.53841/bpssepr.2020.16.1.20.

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Achievement goal theory (AGT) is widely used to examine the influences of goal adoption on academic and sporting achievement. Striving for methodological coherence with AGT’s ever expanding scope (Korn & Elliot, 2016), we examined the 2x2 framework and propose a refined model outlining the theoretical differences between achievement goal orientations. Building on Van Yperen’s concept of a dominant achievement goal approach we developed and tested a method of representing a dominant dispositional achievement goal (DDAG). The construct symbolises preference for one achievement goal while recognising that multiple achievement goals can be valued in a dispositional orientation. Finally, we measured the relationship between dispositional achievement goals, including work-avoidance goals and the DDAG, and academic performance of 165 university students. Contrary to expectations, mastery-approach, mastery-avoidance, performanceapproach and performance-avoidance positively correlated with academic grade, although approach goals predicted performance more strongly than avoidance goals. Consistent with previous studies of pharmacy students, work-avoidance negatively predicted academic grade. However, although the DDAG successfully captured dominant goal distribution, scores did not predict academic attainment. We argue for the application of consistent conceptualisations of AGT to clarify the role of achievement goals in promoting learning and academic performance to inform educational practice in sport and exercise psychology.

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4

Wolters, Christopher A. "Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement." Journal of Educational Psychology 96, no. 2 (June 2004): 236–50. http://dx.doi.org/10.1037/0022-0663.96.2.236.

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5

Bardach, Lisa, Sophie Oczlon, Jakob Pietschnig, and Marko Lüftenegger. "Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals." Journal of Educational Psychology 112, no. 6 (August 2020): 1197–220. http://dx.doi.org/10.1037/edu0000419.

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6

Liu, Jiling, Ping Xiang, Jihye Lee, and Weidong Li. "Developing Physically Literacy in K-12 Physical Education Through Achievement Goal Theory." Journal of Teaching in Physical Education 36, no. 3 (July 2017): 292–302. http://dx.doi.org/10.1123/jtpe.2017-0030.

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The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students’ cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education settings. First, we provide a brief review of the historical development of the achievement goal theoretical models (the dichotomous model, the trichotomous model, the 2 × 2 model, and the 3 × 2 model). Then, we synthesize consequences, antecedents, and interactive factors of each achievement goal construct as well as the influences of gender, age, and culture on students’ achievement goals. Finally, we discuss implications for practice and future research. We hope our review can inform physical educators and researchers and assist the application of achievement goal theory into practice.

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7

Halvari, Hallgeir, Knut Skjesol, and Tor Egil Bagøien. "Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory." Scandinavian Journal of Educational Research 55, no. 1 (February 2011): 79–104. http://dx.doi.org/10.1080/00313831.2011.539855.

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8

Janke, Stefan, and Oliver Dickhäuser. "A neglected tenet of achievement goal theory: Associations between life aspirations and achievement goal orientations." Personality and Individual Differences 142 (May 2019): 90–99. http://dx.doi.org/10.1016/j.paid.2019.01.038.

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9

Brandmo, Christian, Dijana Tiplic, and Eyvind Elstad. "THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS’ LEADERSHIP MOTIVATION." Problems of Education in the 21st Century 58, no. 1 (March 25, 2014): 27–38. http://dx.doi.org/10.33225/pec/14.58.27.

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This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals’ achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals’ achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals’ mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals’ efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals’ purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. Key words: accountability, achievement goals, educational leadership, school leaders’ motivation.

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10

Nikitskaya, M. G., and I. L. Uglanova. "The Russian Version of the Educational Achievement Goal Questionnaire: Development, Validation and Research of Functionality." Психологическая наука и образование 26, no. 5 (2021): 67–84. http://dx.doi.org/10.17759/pse.2021260506.

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The paper presents results of a study (N=280) aimed at adaptation, modification and validation of the Russian version of the Achievement Goal Questionnaire based on the 3x2 model of Elliot’s achievement goal theory. We address the issue of the functionality of the application of the methodology in the study of the goals of educational achievements: in studies in general, or for a specific subject. The study shows that the adapted questionnaire demonstrates satisfactory psychometric properties in terms of reproducing the expected factor structure and functioning of individual statements of the questionnaire. According to the results obtained, the group of goals presented in the student’s learning activity differs in severity for different academic disciplines and for learning in general. According to the results obtained, the group of goals presented in the student’s learning activity differs in severity for different academic disciplines and for learning in general. We conclude that the questionnaire can be used for exploring the goals of educational achievements as for specific subjects, as for learning in general. A modified Russian version of the Achievement Goal Questionnaire based on the 3x2 achievement goal model is attached to the article.

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11

Tercanlioglu, Leyla. "Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation." TESL Canada Journal 21, no. 2 (June 12, 2004): 34. http://dx.doi.org/10.18806/tesl.v21i2.173.

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It has long been recognized that varying achievement goals elicit varying motivational patterns with varying behavioral consequences. Several sets of contrasting goal orientations have been proposed to explain differences in language students' achievement behaviors. A total of 135 third-year (n = 54 male; n = 81 female) students in a preservice English teacher education program participated in this study of goal orientation. The proposed goal orientations were measured by adapting the Goal Orientation Scale developed by Skaaalvik (1997) for the L2 learning domain, and students' language achievement was measured by a TOEFL test. Results indicated that students placed most emphasis on task mastery goals and that this was related to language achievement. Task mastery goals are negatively correlated with work-avoidance. Self-defeating ego orientation is positively correlated with both work-avoidance and self-enhancing ego orientation. The analysis also suggested that male students had a stronger tendency to avoid work.

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12

Dull, Richard B., Lydia L. F. Schleifer, and Jeffrey J. McMillan. "Achievement Goal Theory: The Relationship of Accounting Students’ Goal Orientations with Self-efficacy, Anxiety, and Achievement." Accounting Education 24, no. 2 (March 4, 2015): 152–74. http://dx.doi.org/10.1080/09639284.2015.1036892.

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13

Harackiewicz, Judith M., Kenneth E. Barron, Paul R. Pintrich, Andrew J. Elliot, and Todd M. Thrash. "Revision of achievement goal theory: Necessary and illuminating." Journal of Educational Psychology 94, no. 3 (2002): 638–45. http://dx.doi.org/10.1037/0022-0663.94.3.638.

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14

Pintrich, Paul R., AnneMarie M. Conley, and Toni M. Kempler. "Current issues in achievement goal theory and research." International Journal of Educational Research 39, no. 4-5 (January 2003): 319–37. http://dx.doi.org/10.1016/j.ijer.2004.06.002.

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15

Miller, Alyssia M. "Investigating the Connection Between Achievement Goal Theory and Goal-setting Theory: Does Goal Setting Have an Effect on Achievement in the Spanish Second Language Classroom?" Hispania 103, no. 3 (2020): 387–402. http://dx.doi.org/10.1353/hpn.2020.0086.

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16

Mehrollahi, Tahereh, Mariani Md Nor2, and Mahmoud Danaee. "IMPLICIT THEORIES OF INTELLIGENCE: THE IMPACT OF INCREMENTAL MINDSET INTERVENTION ON STUDENT'S ACHIEVEMENT GOALS." International Journal of Education, Psychology and Counseling 5, no. 37 (December 31, 2020): 364–78. http://dx.doi.org/10.35631//ijepc.5370029.

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The achievement goal approach has led to educational and social- psychology as a foundation of practical education in schools. The implicit theory of intelligence, which is one of the leading models in motivation, is deep-rooted in goal theory. This theory suggests the student's belief system is divided into an entity and incremental mindset, which links each with a specific goal orientation: learning, performance, learning avoidance, and performance-avoidance. Therefore, the implicit theory of intelligence is considered an antecedent of achievement goals, which means that by changing the student's mindset, their goals and achievement levels will also change. This study investigates the effect of an incremental mindset intervention on student's achievement goals through a quasi-experimental design. For this purpose, a population of fifty-five eighth-grade female students was classified into control and experimental groups. Both groups performed the pre-, post-, and follow-up tests of goal orientations. The two-way repeated measures of MANOVA results showed a statistically significant difference in the impact of the applied intervention on student's goal orientation between the tested groups against time (F=5.585, P<0.001, η2=0.100).

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17

Chazan, Devon J., Gabrielle N. Pelletier, and Lia M. Daniels. "Achievement Goal Theory Review: An Application to School Psychology." Canadian Journal of School Psychology 37, no. 1 (December 14, 2021): 40–56. http://dx.doi.org/10.1177/08295735211058319.

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Achievement Goal Theory (AGT) is one of the most popular theoretical frameworks in motivation research. Despite its application to a variety of contexts, including, school, work, and sport, it has not yet been referenced in the field of school psychology. First, we review the theoretical underpinnings as told through the theory’s evolving models, explore its impacts on cognition, emotion, and behavior, and introduce a multiple goals perspective. Second, we outline the leading research supporting AGT, both in terms of structural and individual intervention studies. Third, we apply the principles of AGT to the primary tasks of school psychology professionals, including assessment, intervention, and consultation practices. The students we support can greatly benefit from gearing our approaches toward ones that foster self-improvement and interest.

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18

Covington, Martin V. "Goal Theory, Motivation, and School Achievement: An Integrative Review." Annual Review of Psychology 51, no. 1 (February 2000): 171–200. http://dx.doi.org/10.1146/annurev.psych.51.1.171.

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19

Linnenbrink, Elizabeth A., and Paul R. Pintrich. "Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model." Educational Psychologist 37, no. 2 (June 2002): 69–78. http://dx.doi.org/10.1207/s15326985ep3702_2.

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20

Milojevic, Milica, Snezana Stojiljkovic, Jelisaveta Todorovic, and Kristina Kasic. "Achievement goals and perfectionism of high school students." Psihologija 42, no. 4 (2009): 517–34. http://dx.doi.org/10.2298/psi0904517m.

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This research has been investigating one of the most contemporary approaches of achievement motivation - Achievement Goal Theory, which uses the construct of achievement goals. The construct of achievement goals involves three types of achievement goals: mastery goals, performance approach goals and performance avoidance goals. The main goal of the research was to examine correlation between perfectionism and its aspects with particular types of achievement goals. Also, the goal was to investigate the difference concerning gender regarding the achievement goals. The sample consisted of 200 senior year high school participants. The following instruments were used: Multi-dimensional scale of perfectionism (MSP) and Test of achievement goals (TCP). The research results indicate that there is significant positive correlation between: perfectionism with performance approach goals and performance avoidance goals, concern over mistakes and parental expectations with performance approach goals and performance avoidance goals, personal standards and organization with mastery goals and performance approach goals, parental criticism and doubts about action with performance avoidance goals. Significant negative correlation was found between parental criticism and mastery goals. The results concerning the second goal indicates the female subjects have higher average scores in mastery goals.

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21

Solmon, Melinda A. "Goal theory in physical education classes: Examining goal profiles to understand achievement motivation." International Journal of Sport and Exercise Psychology 4, no. 3 (January 2006): 325–46. http://dx.doi.org/10.1080/1612197x.2006.9671801.

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22

Ntoumanis, Nikos. "Empirical links between achievement goal theory and self-determination theory in sport." Journal of Sports Sciences 19, no. 6 (January 2001): 397–409. http://dx.doi.org/10.1080/026404101300149357.

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23

Alonso-Tapia, Jesús, Juan A. Huertas, and Miguel A. Ruiz. "On the Nature of Motivational Orientations: Implications of Assessed Goals and Gender Differences for Motivational Goal Theory." Spanish journal of psychology 13, no. 1 (May 2010): 232–43. http://dx.doi.org/10.1017/s1138741600003814.

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In a historical revision of the achievement goal construct, Elliot (2005) recognized that there is little consensus on whether the term “goal” in “achievement goal orientations” (GO) is best represented as an “aim”, as an overarching orientation encompassing several “aims”, or as a combination of aims and other processes -self-regulation, etc.-. Elliot pointed also that goal theory research provides evidence for different models of GO. As there were no consensus on these issues, we decided to get evidence about the nature and structure of GO, about the role of gender differences in the configuration of such structure, and about relations between GO, expectancies, volitional processes and achievement. A total of 382 university students from different faculties of two public universities of Madrid (Spain) that voluntarily accepted to fill in a questionnaire that assessed different goals, expectancies and self-regulatory processes participated in the study. Scales reliability, confirmatory factor analyses, multiple-group analyses, and correlation and regression analyses were carried out. Results support the trichotomous model of GO, the consideration of GO as a combination of aims and other psychological processes, showed some gender differences and favour the adoption of a multiple goal perspective for explaining students' motivation.

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24

Hartono, Yudi, and Monika Palupi Murniati. "GOAL SETTING THEORY: THE EFFECT OF INCENTIVE MODERATION ON INDIVIDUAL PERFORMANCE." Research In Management and Accounting 3, no. 2 (December 30, 2020): 95–106. http://dx.doi.org/10.33508/rima.v3i2.3053.

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This study uses goal-setting theory and reinforcement theory to explain the formation of individual motivation in achieving goals. Testing the effect of goal specificity used the experimental method to test the impact of goal specificity, different goal difficulty on the same quota incentive system as the 2x2x1 experimental design. This study's findings confirm the goal-setting theory shown from the higher achievement of participants' goals when participants are given specific and challenging goals than participant goals in different variations of goal specificity and goal difficulty. This study found that participants have a greater focus on goal specificity in driving goal attainment behavior. The findings of this study confirm the reinforcement theory shown from achieving goals that exceed targets. Positive consequences become arguments for individuals to do the same action

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25

Urdan, Timothy C., and Martin L. Maehr. "Beyond a Two-Goal Theory of Motivation and Achievement: A Case for Social Goals." Review of Educational Research 65, no. 3 (September 1995): 213–43. http://dx.doi.org/10.3102/00346543065003213.

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26

Kumar, Shamala, and Carolyn M. Jagacinski. "Imposters have goals too: The imposter phenomenon and its relationship to achievement goal theory." Personality and Individual Differences 40, no. 1 (January 2006): 147–57. http://dx.doi.org/10.1016/j.paid.2005.05.014.

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27

Costa, Laura da, and Richard Remedios. "Special Edition paper: Talking methods in achievement goal research." Psychology of Education Review 36, no. 2 (2011): 9–16. http://dx.doi.org/10.53841/bpsper.2011.36.2.9.

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In recent years, there has been a sense of methodological unrest in the field of achievement goal research, a prominent theory of achievement motivation. In particular, the predominant use of questionnaires in measuring students’ achievement goals has come under closer scrutiny. Potential methodological weaknesses have included researcher-imposed development and measurement of achievement goal constructs, respondents’ masked misunderstanding of questionnaire items, and a continued potential for demand characteristics. It has been suggested that some of these possible methodological weaknesses can be addressed using interview methods. This paper explores the extent to which using interviews may be able to overcome the challenges posed by questionnaires for measuring students’ goals for studying.

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28

Wang, C. K. John, W. C. Liu, Yanlin Sun, B. S. Coral Lim, and Nikos L. D. Chatzisarantis. "Chinese students’ motivation in physical activity: Goal profile analysis using Nicholl's achievement goal theory." International Journal of Sport and Exercise Psychology 8, no. 3 (January 2010): 284–301. http://dx.doi.org/10.1080/1612197x.2010.9671954.

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29

Bandalos, Deborah L., Sara J. Finney, and Jenenne A. Geske. "A model of statistics performance based on achievement goal theory." Journal of Educational Psychology 95, no. 3 (2003): 604–16. http://dx.doi.org/10.1037/0022-0663.95.3.604.

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30

Dawe, Hazel. "Learning achievement goal theory and teaching students legal problem solving." Law Teacher 54, no. 2 (September 27, 2019): 249–60. http://dx.doi.org/10.1080/03069400.2019.1657733.

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31

Lim, Ji Young, and Kyu Yon Lim. "Co-regulation in collaborative learning: Grounded in achievement goal theory." International Journal of Educational Research 103 (2020): 101621. http://dx.doi.org/10.1016/j.ijer.2020.101621.

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32

Urdan, Tim, and Avi Kaplan. "The origins, evolution, and future directions of achievement goal theory." Contemporary Educational Psychology 61 (April 2020): 101862. http://dx.doi.org/10.1016/j.cedpsych.2020.101862.

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33

Ellam, Vicky, and Stephen Palmer. "To achieve, or not to achieve the goal – that is the question: Does frustration tolerance influence goal achievement in coaching clients?" Coaching Psychologist 2, no. 2 (September 2006): 27–32. http://dx.doi.org/10.53841/bpstcp.2006.2.2.27.

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A number of theories and models relating to goal achievement will be considered with a particular emphasis on the Theory of Planned Behaviour, the Model of Goal Directed Behaviour and the more recent Extended Model of Goal Directed Behaviour. It is suggested that the concept of frustration tolerance taken from the rational emotive behaviour approach is also a factor that influences goal achievement and should be included in future research involving goal achievement.

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34

Harwood, Chris, Lew Hardy, and Austin Swain. "Achievement Goals in Sport: A Critique of Conceptual and Measurement Issues." Journal of Sport and Exercise Psychology 22, no. 3 (September 2000): 235–55. http://dx.doi.org/10.1123/jsep.22.3.235.

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This article presents a critical analysis of the conceptualization and measurement of achievement goals in sport. It highlights conceptual and measurement inconsistencies of Nicholls’s (1984) achievement-goal theory in education with respect to its applicability to sport. It proposes that differentiation between ability and effort does not underpin the activation of task and ego goal perspectives in a sport performance context and that the definitions of task and ego involvement in the classroom might not generalize to sport. It offers an alternative conceptual approach incorporating three goal perspectives, as both a theoretical and a practical solution. It addresses goal involvement in sport performance contexts by emphasizing the value of assessing self-referent and normative conceptions of achievement at different time frames. Overall, this critique attempts to advance our understanding of both achievement goals and individual performers in the competitive sport domain.

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35

Treasure, Darren C., Joan L. Duda, Howard K. Hall, Glyn C. Roberts, Carol Ames, and Martin L. Maehr. "Clarifying Misconceptions and Misrepresentations in Achievement Goal Research in Sport: A Response to Harwood, Hardy, and Swain." Journal of Sport and Exercise Psychology 23, no. 4 (December 2001): 317–29. http://dx.doi.org/10.1123/jsep.23.4.317.

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In a recent article, Harwood, Hardy, and Swain (2000) presented what they termed a critical analysis of the conceptualization and measurement of achievement goals in sport. The purpose of the present article is to challenge their interpretation of achievement goal theory and to question many of their subsequent recommendations. Specifically, the present response will focus on Harwood et al.’s (a) interpretation of Nicholls’ personal theories of achievement; (b) their contention that task involvement cannot exist in competitive sport; (c) the proposed tripartite conceptualization of goal involvement states; (d) their understanding of the relationship between the way an individual conceptualizes ability and the foundation of dispositional goal orientations; and (e) their criticisms of the way dispositional goal orientations have been measured in sport. Theoretical frameworks are always a work in progress. To this end, we concur with the spirit of Harwood et al.’s article which implies that our conceptual models should be continuously questioned, tested, and extended. However, we believe their interpretation and recommendations do little to enhance our conceptual understanding of achievement goal theory in sport.

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36

Sit, Cindy H. P., and Koenraad J. Lindner. "Motivational orientations in youth sport participation: Using Achievement Goal Theory and Reversal Theory." Personality and Individual Differences 38, no. 3 (February 2005): 605–18. http://dx.doi.org/10.1016/j.paid.2004.05.015.

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37

Pintrich, Paul R. "An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research." Contemporary Educational Psychology 25, no. 1 (January 2000): 92–104. http://dx.doi.org/10.1006/ceps.1999.1017.

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38

Peer, Kimberly S. "Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning." Athletic Training Education Journal 2, no. 1 (January 1, 2007): 4–9. http://dx.doi.org/10.4085/1947-380x-2.1.4.

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Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.

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39

Wu, Chung-Chin. "Investigating the Discriminant Utility of Task-Based and Self-Based Goals in 3 × 2 Achievement Goal Model for Kindergarteners." Children 9, no. 11 (November 17, 2022): 1765. http://dx.doi.org/10.3390/children9111765.

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A decade ago, achievement goal theorists argued that mastery-based goals in the traditional theoretical framework can be theoretically differentiated into task-based goals and self-based goals; and they proposed the 3 × 2 achievement goal model to understand students’ achievement motivation. This new theoretical model has received increasing attention, and it has been demonstrated by several empirical studies on school-aged student samples through analyzing concurrently derived data. Recently, researcher has preliminary demonstrated the new theoretical model on kindergarten sample. It is unclear whether there was a discriminant utility of these goals for kindergartener sample through analyzing their concurrent and predictive effects on learning outcomes. The main purposes of this study were to investigate discriminant utility of task-based goals and self-based goals through examining their concurrent and predictive effects on mathematics performances. A total of 59 kindergarteners aged 5 years consented to participating in this study. Results showed: (1) The discriminant utility of task-approach goal and self-approach goal was only demonstrated on predictive arithmetic performance. (2) The discriminant utility of task-avoidance goal and self-avoidance goal was demonstrated on both concurrent and predictive counting performances. Implications for advancing achievement goal theory, future research, and practice are discussed at the end of the article.

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40

Hruska, Bradley J. "Using Mastery Goals in Music to Increase Student Motivation." Update: Applications of Research in Music Education 30, no. 1 (August 24, 2011): 3–9. http://dx.doi.org/10.1177/8755123311418477.

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Motivation and leadership are two important factors influencing achievement in today’s classrooms. Whereas some students are naturally self-motivated, other students struggle to find the basic motivation to reach their full potentials. Goal theory states that people naturally select goals based on mastery learning achievements or performance learning achievements. Based on research literature, this article will provide suggestions on how high school music teachers can encourage students to become more motivated through mastery learning goals as well as exploring how student leadership opportunities can promote mastery learning and increase motivation in the music classroom.

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41

Harwood, Chris, and Lew Hardy. "Persistence and Effort in Moving Achievement Goal Research Forward: A Response to Treasure and Colleagues." Journal of Sport and Exercise Psychology 23, no. 4 (December 2001): 330–45. http://dx.doi.org/10.1123/jsep.23.4.330.

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In their response to our recent paper (Harwood, Hardy, & Swain, 2000), Treasure et al. (2001) claimed to have clarified our misconceptions and misrepresentations of achievement goal research. After first of all commenting on the apparently rather emotive nature of their response, we logically deal with each of their criticisms. Specifically, we present sound theoretical arguments to show that: (a) personal theories of achievement hold primacy over achievement goals; (b) we are not “particularly confused” (or even a little confused) in our understanding of conceptions of ability; (c) there are excellent reasons for examining the possibility of a tripartite approach to goal orientation and goal involvement; and (d) the issue of measurement in achievement goal research needs to be carefully reconsidered. Further, in response to the status quo offered by Treasure and colleagues, we call for more innovative research that will help progress the impact of achievement goal theory in competitive sport.

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42

Sideridis, Georgios D. "Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework." Journal of Educational Psychology 97, no. 3 (2005): 366–75. http://dx.doi.org/10.1037/0022-0663.97.3.366.

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43

HEIDEMEIER, HEIKE, and URSULA M. STAUDINGER. "Age differences in achievement goals and motivational characteristics of work in an ageing workforce." Ageing and Society 35, no. 4 (January 23, 2014): 809–36. http://dx.doi.org/10.1017/s0144686x13001098.

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ABSTRACTThis study reviews theory and results from developmental psychology to examine age differences in workplace achievement goals. We investigated whether goal level decreases with age and, by comparing the relative strength of different goals within individuals, we examined whether dominant achievement goals are related to age. In a large sample of employees (N=747), older workers' higher affective commitment and intrinsic motivation compensated for age-related decline in the importance of achievement goals. Whether learning-approach and learning-avoidance were dominant goals was not related to age but instead to skill level, affective commitment and intrinsically satisfying work. Dominant performance-approach goals were more common among males. Performance-avoidance was most likely to be a dominant goal among older males. Moreover, with age, performance-goal orientations had increasingly maladaptive consequences for self-efficacy and affect at work.

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Sunawan, Sunawan, Sugiyo Sugiyo, and Yuli Kurniawati Sugiyo Pranoto. "ACHIEVEMENT GOALS AND EXTRANEOUS LOAD PREDICT GERMANE LOAD: THE MEDIATING EFFECTS OF ACHIEVEMENT EMOTIONS." Malaysian Journal of Learning and Instruction 18, No.2 (July 31, 2021): 215–34. http://dx.doi.org/10.32890/mjli2021.18.2.8.

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Purpose – Achievement emotions have been shown to mediate the association between achievement goals and learning performance, but no research to date has tested whether there is a similar process in predicting germane cognitive load. Based on the control-value theory of academic emotions (Pekrun, 2006), the present study tested a model to determine whether goal orientation and extraneous load were mediated by achievement emotions in predicting germane load. Methodology – This survey study involved 487 voluntary university students (N = 487; 61% women; ages 17-23) who were enrolled in a statistics class and these study participants were selected using the cluster random sampling technique. They responded to three adapted scales which were translated into Bahasa Indonesia. The scales were, namely the Achievement Goal Questionnaire (AGQ), Achievement Emotions Questionnaire (AEQ), and Cognitive Load Questionnaire. Data were collected 20 minutes before the statistics class ended and the data was then analyzed using bootstraped bias corrected (CI = 95%; N=5000) in Structural Equation Modelling (SEM). Findings – The results of the structural equation modeling indicated that a mastery-approach goal was associated with higher germane load through higher enjoyment and lower anxiety, and a performance-avoidant goal was associated with lower germane load through higher anxiety. Moreover, extraneous load was negatively associated with germane load through enjoyment, but was positively associated with germane load through anxiety. Significance – These findings have implications in educational settings: for most students with a mastery-approach goal, and enjoyable activities are helpful, as with those that increase cognitive performance in processing learning information. The present research is the first study to show that achievement goals are linked to the capacity to process learning-relevant information, in part due to the emotions the student experiences in the learning environment.

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Fry, Mary D., and Maria Newton. "Application of Achievement Goal Theory in an Urban Youth Tennis Setting." Journal of Applied Sport Psychology 15, no. 1 (January 2003): 50–66. http://dx.doi.org/10.1080/10413200305399.

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Palmer, Kara K., Katherine M. Chinn, and Leah E. Robinson. "Using Achievement Goal Theory in Motor Skill Instruction: A Systematic Review." Sports Medicine 47, no. 12 (August 4, 2017): 2569–83. http://dx.doi.org/10.1007/s40279-017-0767-2.

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Harwood, Chris, and Austin Swain. "The Development and Activation of Achievement Goals in Tennis: I. Understanding the Underlying Factors." Sport Psychologist 15, no. 3 (September 2001): 319–41. http://dx.doi.org/10.1123/tsp.15.3.319.

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The present study forms the first of two progressive investigations into the development and activation of achievement goals within young sports performers. The focal research question in this paper centers on identifying and understanding some of the underlying factors and processes responsible for the socialization of goal orientations and the activation of goal involvement states in a competition context. In-depth interviews were conducted on seventeen elite junior tennis players who represented a full cross-section of achievement goal profiles. Following inductive content analyses, four general dimensions emerged demonstrating how the development and activation of task and ego goals rested on a complex interaction of cognitive-developmental and social-environmental factors. Specific general dimensions included cognitive developmental skills and experiences, the motivational climate conveyed by significant others, the structural and social nature of the game, and the match context. The rich detail within these dimensions serves not only to extend our knowledge of achievement goals and achievement goal theory, but also to inform practitioners of key components to effective social-cognitive interventions.

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Fréchette-Simard, Catherine, Isabelle Plante, Annie Dubeau, and Stéphane Duchesne. "LA MOTIVATION SCOLAIRE ET SES THÉORIES ACTUELLES : UNE RECENSION THÉORIQUE." McGill Journal of Education 54, no. 3 (June 4, 2020): 500–518. http://dx.doi.org/10.7202/1069767ar.

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In school, the importance of motivation to promote achievement is well-recognized. Conceived as what moves people to act and pursue a goal, achievement motivation was studied in light of diverse theoretical approaches. However, these approaches provide distinct but complementary conceptions of achievement motivation, which may make the construct harder to understand, especially for non-experts. This article offers a theoretical review of the three dominant theories of school motivation, namely expectancy-value theory, achievement goal theory, and self-determination theory. It also highlights similarities between each theory and proposes an integrative model to better conceptualize the construct of school motivation.

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Furness, Matthew P. "What Predicts Career Adaptability?: An Application of Achievement Goal Theory and Adult Attachment Theory." Journal of Career Development 47, no. 6 (December 5, 2018): 671–85. http://dx.doi.org/10.1177/0894845318815610.

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Extensive research has documented the impressive individual and organizational benefits that come with high levels of career adaptability (CA). At the current time, however, only the fixed dispositional traits underpinning CA have been investigated. In this study, I contributed to existing literature by drawing upon achievement goal theory and adult attachment theory to test a model where several malleable psychosocial constructs predicted CA levels. To test this model, a cross-sectional study was conducted, with 210 respondents from three organizations completing a self-report questionnaire. Analyses of the data collected yielded support for some, but not all, of the hypothesized relationships. Most notably, the results indicated that mastery goal adoption predicts CA, but only when individuals feel that their supervisor supports their career autonomy. The findings also suggested that anxious, but not avoidant, attachment negatively predicts CA. The practical and theoretical implications of these results are discussed.

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Fong, Carlton J., Taylor W. Acee, and Claire Ellen Weinstein. "A Person-Centered Investigation of Achievement Motivation Goals and Correlates of Community College Student Achievement and Persistence." Journal of College Student Retention: Research, Theory & Practice 20, no. 3 (October 18, 2016): 369–87. http://dx.doi.org/10.1177/1521025116673374.

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Given low rates of student retention in community colleges, there has been growing interest in understanding characteristics that put students at-risk and that serve to buffer against academic difficulty. In particular, research on student success has focused on demographic predictors that are difficult to change, whereas motivational variables—that are malleable—require greater attention. In addition, studies have utilized variable-centered approaches, but in the present study, we use a person-centered approach to identify distinct motivational profiles informed by goal-orientation theory. With a large sample of community college students, we identified five clusters and found that high levels of mastery approach goals and moderate levels of performance-approach goal orientation were the ideal combination of academic motives for grade point average and persistence.

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