Search results for "Goal theory"
showing 10 items of 25 documents
Learning Motivation and Activity Contexts
1994
Abstract Learning motivation has a special explanatory status in educational psychology and educational practice. Motivation and learning often are studied separately. In the achievement motivation tradition, achievement situation is the connecting link between learning process and achievement need. The explanatory power of this link has limitations. The activity concept is proposed as a unit which is able to offer a broader basis for a unified concept of learning motivation.
The Influence of Goal Orientation, Past Language Studies, Overseas Experiences, and Gender Differences on Japanese EFL Learners’ Beliefs, Anxiety, an…
2012
The purpose of this study was to examine how Japanese students’ past language studies, in formal classroom settings during their elementary school years and their overseas experiences before entering university, affected their affective and strategic aspects of English learning in university level English classes within the framework of Goal Theory (Dweck 1986). The participants consisted of 556 EFL learners at two national universities, who were asked to report their age, gender and experience – or lack thereof – with English learning during elementary school, the period of overseas experiences, goal orientations, learning strategy preferences, beliefs, anxiety, and how much time they spen…
Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico
2017
The scientific literature provides empirical evidence on the relationship between school engagement and numerous important variables of the adolescents’ educational context. The school engagement has been related, among other important constructs, with burnout of both teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom. Because of it, the aim of this study was to analyze the relationship between perceived motivational class climate and students’ academic achievement, with school engagement acting as a mediator. A sample of 2028 teenagers completed various instruments to measure the percept…
Perceived classroom goal structures as predictors of students’ personal goals
2020
This study focused on the question of how to enhance a mastery-goal orientation in the classroom. We started from the perspective of the achievement goal theory, which assumes that the goals that students have (personal goals) relate to the goals that are set in the classroom (classroom goal structures). In classrooms where teachers focus on learning and effort -instead of normative standards and social comparison- mastery goals are enhanced. This type of classroom can be endorsed by focusing on the following classroom structures: Task design, Autonomy, Recognition, Grouping, Evaluation, and Time (TARGET). The present study investigated how classroom goal structures as perceived by students…
Influence of the motivational climate in physical education on the intention to practice physical activity or sport
2001
This study is based on the achievement goal theory and intended to verify the effects of the motivational climate of the physical education (PE) on students' motivation, interest, and intention to practice physical activity or sport. In order to meet these objectives, 975 participants, from 13 to 18 years of age, completed the following instruments: PECCS, TEOSQ, IMI, Satisfaction Scale, and the Intention to Practice Physical Activity or Sport. The data were analyzed by means of Structural Equation Modeling (SEM). The results confirmed that the mastery dimension of motivational climate has an influence, directly or indirectly, on task orientation, the three dimensions of intrinsic motivatio…
Task and Ego Goal Orientations across the Youth Sports Experience
2017
Since the late 1980s, Achievement Goal Theory (AGT) has flourished in the competitive sports research across all age groups. One central proposition is the undifferentiated conception of ability exist until approximately 12 years of age. Given the volume of AGT age-specific studies, quantitative analysis of available youth studies allows for examining whether the goal orientations (i.e., task and ego) scores change based on age (i.e., undifferentiated to the differentiated conception of ability). Hence, the purpose of this quantitative based review was to determine whether task and ego orientation values differ based on age. To achieve our objective, we conducted a meta-analysis with 16 stu…
Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school.
2006
Background. It has been suggested that children's learning motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and task motivation. Moreover, the role that the classroom context plays in this development is largely unknown. Aims. The aim of the study was to investigate the developmental dynamics of maths-related motivation and mathematical performance during children's transition to primary school. The role of teachers' pedagogical goals and classroom characteristics on this…
Predicting athletes’ functional and dysfunctional emotions: The role of the motivational climate and motivation regulations
2016
This study examined the relationships between perceptions of the motivational climate, motivation regulations, and the intensity and functionality levels of athletes' pleasant and unpleasant emotional states. Specifically, we examined the hypothesised mediational role of motivation regulations in the climate-emotion relationship. We also tested a sequence in which emotions were assumed to be predicted by the motivational climate dimensions and then served as antecedents to variability in motivation regulations. Participants (N = 494) completed a multi-section questionnaire assessing targeted variables. Structural equation modelling (SEM) revealed that a perceived task-involving climate was …
Exploring psychosocial risk factors for dropout in adolescent female soccer
2022
Objectives We examined the manner in which age, participation in other sports, socioeconomic status, perceived sport competence, achievement goal orientations, and perceived motivational climate may interact to predict the risk of dropout among adolescent female soccer players. Methods Self-reported data from 519 female soccer players between 10 and 19 years of age (M = 13.41, SD = 1.77) were analysed using a person-centred approach to uncover the interactions among risk factors and their relative predictability of dropout. Results Perceived motivational climate was identified as the main predictor, where relatively lower levels of mastery climate were associated with a higher dropout tende…
Students' school performance, task-focus, and situation-specific motivation
2015
Going beyond studies of individual differences in and profiles of students' motivation, we investigated situation-specific (intra-personal) experiences of autonomous (enjoyment, interest, and task choice) and controlled (having to do, and the teacher wanting them to do a task) motivation across learning situations during one week, and how these were related to student characteristics (teacher rated academic performance and task-focus). Three-hundred and fourteen primary school students (Years 5 and 6) completed electronic questionnaires on Personal Digital Assistants, on an average of 11.2 learning episodes during a week. Multilevel Structural Equation Models provided support for a model ba…