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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 (2011): 112–16. http://dx.doi.org/10.1007/s12646-011-0140-8.

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2

Gong, Yan, and Hua Li. "A Review of Achievement Goal Theory." International Research in Higher Education 9, no. 2 (2024): 14. https://doi.org/10.5430/irhe.v9n2p14.

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This article provides an overview of achievement goal theory, detailing its structure and summarizing empirical research on the relationships between achievement goals and motivation, emotion, cognition, and behavior. Furthermore, it examines the multiple achievement goal model and proposes directions for future research in this field.
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3

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

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4

Smith, Daniel, and Emily Oliver. "Dispositional goals and academic achievement: Refining the 2x2 achievement goal model." Sport & Exercise Psychology Review 16, no. 1 (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 rec
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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 (2020): 1197–220. http://dx.doi.org/10.1037/edu0000419.

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6

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 (2004): 236–50. http://dx.doi.org/10.1037/0022-0663.96.2.236.

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7

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 (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, a
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8

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
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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 (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
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10

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 (2011): 79–104. http://dx.doi.org/10.1080/00313831.2011.539855.

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11

Tercanlioglu, Leyla. "Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation." TESL Canada Journal 21, no. 2 (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 achiev
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12

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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13

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 (2015): 152–74. http://dx.doi.org/10.1080/09639284.2015.1036892.

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14

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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15

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 (2003): 319–37. http://dx.doi.org/10.1016/j.ijer.2004.06.002.

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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 (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 stud
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17

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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18

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 sen
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19

Elmas, Cennet, and Bahattin Deniz Altunoglu. "The Cognitive-affective Distinction in Achievement Goal: The Development and Validation of the Achievement Questionnaire for Biology Learning." Science Education International 34, no. 3 (2023): 177–89. http://dx.doi.org/10.33828/sei.v34.i3.2.

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K-8 science teacher candidates often struggle with the difficult learning tasks in multiple science courses in their teacher-training program. One of the major parts of these science courses is biology. Student learning in biology depends on their motivational and affective variables as much as their cognitive abilities. As one of the theories of motivation, the achievement goal theory seeks how individuals pursue academic study by focusing on mastery or performance goals. In addition to goal settings, achievement emotions also influence learners’ academic performance. The authors suggested a
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20

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 (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 principle
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21

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

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22

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

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23

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 (2006): 325–46. http://dx.doi.org/10.1080/1612197x.2006.9671801.

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24

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 (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 configu
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25

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 (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 stu
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26

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

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27

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 (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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28

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
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29

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 (1995): 213–43. http://dx.doi.org/10.3102/00346543065003213.

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30

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 (2006): 147–57. http://dx.doi.org/10.1016/j.paid.2005.05.014.

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31

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 (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 involv
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32

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 (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 goa
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33

Lochbaum, Marc, Cassandra Sisneros, and Zişan Kazak. "The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis." European Journal of Investigation in Health, Psychology and Education 13, no. 7 (2023): 1130–57. http://dx.doi.org/10.3390/ejihpe13070085.

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Achievement goal theory has been a dominant motivation framework since the 1980s. The 3 × 2 achievement goal framework emerged in the literature in 2011. We aimed to conduct a systematic review with meta-analysis following the PRISMA guidelines of the 3 × 2 achievement goal research in education, sport, and occupation settings. We retrieved articles from searching EBSCOhost and Google Scholar platforms. Eligible articles contained the 3 × 2 achievement goal in education, sport, or occupation, were published in a peer-reviewed journal, and provided mean data or correlate data. We tested hypothe
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34

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 (2010): 284–301. http://dx.doi.org/10.1080/1612197x.2010.9671954.

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35

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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36

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

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37

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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38

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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39

Peer, Kimberly S. "Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning." Athletic Training Education Journal 2, no. 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 pedago
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40

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 (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 uncle
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41

Hruska, Bradley J. "Using Mastery Goals in Music to Increase Student Motivation." Update: Applications of Research in Music Education 30, no. 1 (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 opportun
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42

Asih Handayanti and Tamy Ali Januarty. "Implementation Of Path Goal Theory In Organizational Communication And Leadership Research." Jurnal Sosial Sains dan Komunikasi 2, no. 1 (2023): 59–65. https://doi.org/10.58471/ju-sosak.v2i1.271.

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The ability to create teamwork is determined by one's leadership competence. The application of leadership must be conditionally adjusted to circumstances or conditions that frequently change. Leadership also speaks about the behaviour of the leader in question. Regarding leader behaviour and leadership can be seen through the path goal theory of leadership. The aim of this research is to discuss Path-Goal Theory in communication studies or research, especially in studies of organizational communication and leadership. This theory is considered a path-goal theory because it focuses on how lead
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43

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 (2005): 605–18. http://dx.doi.org/10.1016/j.paid.2004.05.015.

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44

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

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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 (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
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46

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 (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 rela
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Ndyareeba, Eunice, Judith Biirah, and Henry Kasawo Kibedi. "Achievement of Goal Orientation and Academic Engagement among Adolescents in Southwestern Uganda." East African Journal of Education Studies 7, no. 2 (2024): 1–18. http://dx.doi.org/10.37284/eajes.7.2.1848.

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Enhancing academic engagement is essential for improving the educational experiences of adolescents. Guided by Social Cognitive Theory, this study explored the relationship between achievement goal orientation and academic engagement among 510 secondary school students in Southwestern Uganda. The study focused on two forms of goal orientation—mastery-approach and performance-approach goals—and examined the mediating and moderating role of academic self-efficacy. The results, derived from self-reported data, indicate that approach achievement goals (mastery and performance) positively predict a
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48

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 (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 s
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Stoliaryk, Olha, and Tetyana Semigina. "GOAL-SETTING IN SOCIAL WORK INTERVENTIONS: THEORY AND TECHNIQUES." Social work and social education, no. 1(10) (May 31, 2023): 28–41. http://dx.doi.org/10.31499/2618-0715.1(10).2023.280915.

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A goal-setting technique could be considered as one of the modern tools of client-centered social work. Such techniques are designed to motivate and direct the client to achieve a specific goal and result. The paper systematizes academic approaches to understanding the theory of goal setting, defines the specifics of its practical use in social work, and presents specific goal setting techniques that have been tested as part of structured interventions for clients who are in difficult life circumstances and are motivated to change them.The elaboration of social work interventions must be based
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50

Harwood, Chris, and Austin Swain. "The Development and Activation of Achievement Goals in Tennis: I. Understanding the Underlying Factors." Sport Psychologist 15, no. 3 (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 ge
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