Search results for "achievement goal"
showing 10 items of 22 documents
Is Student Motivation Related to Socio-digital Participation? A Person-oriented Approach
2015
5th ICEEPSY International Conference on Education & Educational Psychology in Kyrenia Cyprus (Oct 22-25, 2014)/ guest editors: Zafer Bekirogullari, Melis Minas. There is a hypothesized gap between the technology-mediated practices of adolescents and school, hindering student motivation and well-being. This study examined how students’ school motivation is associated with ICT-use. Previous research has shown that achievement goal orientations are related to students’ academic and emotional functioning. Simultaneously, adolescents engage in various socio-digital activities on a daily basis. Our aim is to integrate these two approaches to examine whether students with different motivational pr…
Task and Ego Orientation in Sport Questionnaire (TEOSQ): Psychometric properties in its digital version
2022
The Task and Ego Orientation in Sport Questionnaire’s (TEOSQ’s) psychometric properties have been explored in previous studies but never in its digital version, which facilitates data collection. The objective of this study was to analyze the psychometric properties of the online TEOSQ by MenPas 1.0. The sample was composed of 2320 users (58.4% women; 41.6% men), between 18 and 65 years old (M = 25.27, SD = 7.39). The methods used were Confirmatory Factor Analysis (CFA) and invariance analysis from the original 13-item model. The CFA was corrected for all samples (CFI = 0.92–0.94, TLI = 0.93–0.95, RMSEA = 0.07, SRMR = 0.06; df = 64; Bollen-Stine Bootstrap p = 0.02–0.07): general sample (χ2 …
Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effect
2017
Background Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals. Aims This study aimed to confirm this so-called ‘mastery goal advantage’ effect experimentally. Methods A 2 × 3 design was adopted where achievement goals (mastery vs. performance) and normative information (favourable vs. no-normative information vs. unfavourable) were manipulated as between participant factors. Sample Participants were 201 undergraduates, 57 males and 144 females, ranging in age from 17 to 55 years (Mage = 22.53, SD = 6.51). Results Regression analy…
Influence of Teacher and Family Support on University Student Motivation and Engagement
2021
Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy–value beliefs and achievement goals) as a mediating motivational variable in the relation between university students’ external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish universit…
Motywacja osiągnięć, ciemna triada i zaangażowanie w pracę jako korelaty zachowań kontrproduktywnych
2018
The main objective of this paper is exploration of mechanisms clarifying work behaviors commonly known as bad. Researchers call it Counterproductive Work Behaviors (CWB). Understanding of those processes can lead to theoretical conclusions that could help to minimize those behaviors in organizations. Presented research (N=138) was conducted to verify: 1) Goal Achievement Motivation, Dark Triad and Work Engagement as Counterproductive Work Behaviors predictors, 2) moderating role of Dark Triad and Work engagement for Counterproductive Work Behaviors. Additionally, we checked Narcissism as a mediator of Psychopathy and Machiavellianism with Counterproductive Work Behaviors. We used: Utrecht W…
Adolescents’ preparedness and motivation across the transition to post-comprehensive education
2017
This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents' transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents' school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students' transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students include…
The relationship between teachers' work motivation and classroom goal orientation
2018
We investigated the relationship between teachers’ work motivation and their self-reported endorsement of mastery goals - i.e. goals focusing on learning and effort-, instead of performance goals - i.e. goals focusing on competition-, in the classroom. 154 secondary school teachers in the Netherlands completed a questionnaire on background characteristics, work motivation, and classroom goal structures. We found that teachers with higher levels of autonomous motivation, scored high on their self-reported endorsement of mastery goals. Controlled motivation was a significant predictor of performance goals, but not of mastery goals. In contrast, autonomous motivation was found to be a small ye…
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…
Changes in achievement values from primary to lower secondary school among students with and without externalizing problems
2017
This study examined the effect of students' externalizing problems on changes in values that they attach to math across the transition from primary to lower secondary school. Data pertaining to externalizing problems and to intrinsic, attainment, and utility values in math were gathered using the self-ratings of students in Grades 6 and 7. The analysis involved a comparison between students who reported persistent high externalizing problems before and after the transition (n = 63; 59% boys) and those who had low or non-existent externalizing problems before and after the transition (n = 1352; 50% boys). The results of a mixed-design analysis of covariance (ANCOVA) showed uniformly that stu…