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Lin-Beckford S, Osman NY, Krupat E, Hirsh DA. An exploratory study of goal orientations of traditional block and longitudinal integrated clerkship students. MEDICAL TEACHER 2023; 45:1275-1282. [PMID: 37262297 DOI: 10.1080/0142159x.2023.2216362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
BACKGROUND Achievement goal theory links goal setting, motivation, and learning and describes three orientations: 'mastery' (seeking learning), 'performance' (seeking positive judgments), and 'performance-avoidance' (avoiding negative judgments). Mastery orientation is considered most adaptive. The authors investigated goal orientations of traditional block clerkship (TBC) and longitudinal integrated clerkship (LIC) students. METHODS This was an exploratory study conducted at one US medical school. Three hundred and twenty students completed an anonymous survey consisting of three tools with validation evidence: Patterns of Adaptive Learning Survey, Task-choice Goal Measures, and Questionnaire Goal Choice Items. The authors analyzed the data using regression analyses, Chi-square, and Wilcoxon's rank-sum tests. RESULTS While all students rated mastery items most highly on the five-point Likert scale (mean 4.58/5.00), LIC students rated performance-orientation lower (β = -0.36, p = .04), chose personal mastery-orientation items more frequently (92% vs. 64.4%, p = .005), and perceived their learning environment as promoting less performance (β = -0.60, p = .002) and performance-avoidance (β = -0.78, p < .001) compared to TBC students. CONCLUSIONS LIC and TBC students differed in their report of personal and clerkship goal orientations. These differences may inform educational design and future research to promote students' mastery orientation.
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Affiliation(s)
- Stephanie Lin-Beckford
- Department of Medicine, Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Nora Y Osman
- Harvard Medical School, Boston, MA, USA
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA
| | - Edward Krupat
- Harvard Medical School, Boston, MA, USA
- Brigham Education Institute, Brigham and Women's Hospital, Boston, MA, USA
| | - David A Hirsh
- Harvard Medical School, Boston, MA, USA
- Department of Medicine, Cambridge Health Alliance, Boston, MA, USA
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Stavropoulou G, Stamovlasis D, Gonida SE. Probing the effects of perceived teacher goals and achievement-goal orientations on students’ self-efficacy, cognitive and metacognitive strategies in writing: A person-centered approach. LEARNING AND MOTIVATION 2023. [DOI: 10.1016/j.lmot.2023.101888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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3
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A mixed methods study of middle students' science motivation and engagement profiles. LEARNING AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.lindif.2023.102281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023]
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4
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Katsantonis I, McLellan R, Torres PE. Unraveling the complexity of the associations between students’ science achievement, motivation, and teachers’ feedback. Front Psychol 2023; 14:1124189. [PMID: 37063560 PMCID: PMC10097932 DOI: 10.3389/fpsyg.2023.1124189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 03/08/2023] [Indexed: 03/31/2023] Open
Abstract
In recent decades, national science achievement in Greece is following a declining trend. A commonly held assumption is that achievement declines may occur either due to low quality teaching practices or due to students’ low motivation. While motivational beliefs have been linked with achievement, there is not enough evidence connecting these motivational constructs with teachers’ feedback, which can play an important role in nurturing both students’ motivation and achievement. Given that less is known about how these variables collectively function in predicting students’ science achievement, the present study draws upon the Greek (N = 5,532 students, N = 211 schools) PISA 2015 dataset to address this issue. A serial multiple mediation multilevel structural equation model was deployed. The results illustrated that the association between feedback and science achievement was partially mediated by the complex network of associations between students’ motivational beliefs. Intrinsic motivation was the strongest predictor of achievement, while feedback positively predicted students’ motivational beliefs. Unexpectedly, feedback was a negative predictor of achievement both at the individual and school level. The results suggest that interventions are needed to target specifically teachers’ feedback practices and intrinsic motivation.
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Taking the good with the bad?: Social Media and Online Racial Discrimination Influences on Psychological and Academic Functioning in Black and Hispanic Youth. J Youth Adolesc 2023; 52:245-257. [PMID: 36229754 DOI: 10.1007/s10964-022-01689-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Accepted: 09/30/2022] [Indexed: 01/19/2023]
Abstract
Though increasing attention is being paid to adolescents' social media use, racially/ethnically-marginalized youth remain under-represented in that literature, and the effect of social media and its mechanism on these youth remain unclear. This study examined the effects of social media use on Black and Hispanic youth's psychological and academic functioning, with an attempt to investigate the role of online racial discrimination in accounting for these associations. Participants consisted of 356 Black and Hispanic youth (Mage = 16.01 years, SD = 1.60), and 78% female. The findings revealed a positive association between social media use and academic self-efficacy. A negative indirect association also emerged where social media use was associated with more exposure to vicarious, but not individual, online racial discrimination, which was related to more depressive symptoms and in turn lower academic self-efficacy. There was no direct effect of social media use on Black and Hispanic youth's anxiety symptoms, but its effect occurred indirectly via both individual and vicarious online racial discrimination. There was no evidence of group differences between Black and Hispanic youth. The findings confirm that social media is a space that proffers positive and negative effects on adolescents' psychological and academic functioning, suggesting the need for unique protections for racially/ethnically marginalized youth as they explore these online environments.
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Partovi R, Calzada EJ, Roche KM, Little TD, Sanchez Roman MJ. The Mediating Role of Home-School Dissonance in Linking Maternal Discrimination to Latin American-Origin Adolescent Academic Performance. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:1500-1514. [PMID: 34989042 PMCID: PMC9256850 DOI: 10.1111/jora.12719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 11/01/2021] [Accepted: 12/16/2021] [Indexed: 06/14/2023]
Abstract
Latin American-origin parents play an important role in supporting the formal education of their youth, but cultural, linguistic, and systemic barriers make parent involvement difficult. The aim of the present study was to examine how Latina mothers' experiences with discrimination were associated with short-term changes in their adolescent children's academic performance, directly and indirectly through mothers' appraisal of home-school dissonance. Data were drawn from an ongoing longitudinal study of 547 mother-youth dyads in suburban Atlanta. Results showed a significant indirect relationship between mothers' experiences of discrimination and declines in adolescents' grade point average by way of increased home-school dissonance. Thus, Latina mothers' discriminatory experiences may have spillover effects on adolescent academic achievement through increasing proximal barriers to parent involvement.
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7
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Zhao L, Peng J, Dong LD, Li Y, Mao H, Compton BJ, Ye J, Li G, Heyman GD, Lee K. Effects of test difficulty messaging on academic cheating among middle school children. J Exp Child Psychol 2022; 220:105417. [DOI: 10.1016/j.jecp.2022.105417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Revised: 02/11/2022] [Accepted: 02/25/2022] [Indexed: 10/18/2022]
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8
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Porter T, Catalán Molina D, Lucas M, Oberle C, Trzesniewski K. Classroom environment predicts changes in expressed intellectual humility. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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9
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Pulkka AT, Budlong L. Associations Between Achievement Goal Orientations, Preferred Learning Practices, and Motivational Evaluations of Learning Environment Among Finnish Military Reservists. Front Psychol 2022; 13:902478. [PMID: 35814131 PMCID: PMC9262099 DOI: 10.3389/fpsyg.2022.902478] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Accepted: 05/17/2022] [Indexed: 11/16/2022] Open
Abstract
In this study, it was examined whether individuals' self-efficacy, preferred forms in learning, and evaluations of the learning environment vary as a function of their goal orientation profiles. It was also explored whether the preferred forms in learning played a role in this association. The participants were 177 reservists of Finnish Defense Forces participating in rehearsal training exercises. Four homogeneous groups based on goal orientation profiles were found: mastery oriented (n = 47, 26.5%), success-performance oriented (n = 49, 27.7%), indifferent (n = 43, 24.3%), and avoidance oriented (n = 38, 21.5%). The mastery-oriented group and the success-performance-oriented group reported higher levels in self-efficacy, legislative form in learning, and mastery goal structure when compared to the avoidance-oriented group or to the indifferent group. The avoidance-oriented group reported elevated levels of perceived strain and performance goal structure in comparison to the mastery-oriented group. Controlling the learners' preferences for different forms in learning revealed some slight differences in the observed pattern of between-group differences regarding perceptions of performance goal structure and self-efficacy. Controlling for the legislative form of learning diminished the difference between the mastery-oriented and the avoidance-oriented groups in perceptions of performance goal structure, and controlling for the executive form of learning revealed differences between success-performance oriented and the indifferent and the avoidance oriented. The role of the learning environment in highlighting certain types of activities in learners' choices and the relevance of this regarding their goal preferences are discussed.
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10
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Psychometric properties of two major approaches to measure school engagement in university students. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-00769-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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11
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Han CW. Structural relations among achievement goals, perceptions of classroom goals, and grit. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02891-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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12
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Students’ Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12020142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
The purpose of this study was to examine the relationship between differential achievement goals and self-regulated learning, as well as motivational mechanisms’ consequences for performance in physical education. This was done by using the 2 × 2 achievement goals framework, and the cyclical model for self-regulated learning. The participants (N = 571, 51.7% girls) were physical education students in grades 11–13 from two upper secondary schools in Norway. A cross-sectional questionnaire was conducted, and data were analysed with a multiple-regression-based structural equation model. The modified structural model yielded an adequate fit (X2 = [df = 124] 429.79, p < 0.01; RMSEA = 0.07; CFI = 0.93), and results revealed that achievement goals have consequences for students’ self-regulation in physical education. More specifically, mastery goals have a positive association with self-regulation, whereas performance avoidance is found to have a negative association. Further, the results support claims that self-regulated learning plays a role in students’ performance. Finally, the model showed that self-regulation mediates the relationship between mastery approach goals and performance avoidance goals in relation to performance.
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13
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Akhuseyinoglu K, Brusilovsky P. Exploring Behavioral Patterns for Data-Driven Modeling of Learners' Individual Differences. Front Artif Intell 2022; 5:807320. [PMID: 35243337 PMCID: PMC8886211 DOI: 10.3389/frai.2022.807320] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Accepted: 01/12/2022] [Indexed: 11/13/2022] Open
Abstract
Educational data mining research has demonstrated that the large volume of learning data collected by modern e-learning systems could be used to recognize student behavior patterns and group students into cohorts with similar behavior. However, few attempts have been done to connect and compare behavioral patterns with known dimensions of individual differences. To what extent learner behavior is defined by known individual differences? Which of them could be a better predictor of learner engagement and performance? Could we use behavior patterns to build a data-driven model of individual differences that could be more useful for predicting critical outcomes of the learning process than traditional models? Our paper attempts to answer these questions using a large volume of learner data collected in an online practice system. We apply a sequential pattern mining approach to build individual models of learner practice behavior and reveal latent student subgroups that exhibit considerably different practice behavior. Using these models we explored the connections between learner behavior and both, the incoming and outgoing parameters of the learning process. Among incoming parameters we examined traditionally collected individual differences such as self-esteem, gender, and knowledge monitoring skills. We also attempted to bridge the gap between cluster-based behavior pattern models and traditional scale-based models of individual differences by quantifying learner behavior on a latent data-driven scale. Our research shows that this data-driven model of individual differences performs significantly better than traditional models of individual differences in predicting important parameters of the learning process, such as performance and engagement.
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14
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Yi S, Pereira N, Ahn I, Lee S. Factor Structure and Longitudinal Measurement Invariance of the Achievement Goal Questionnaire with a Korean Adolescent Sample. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829211065529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
For decades, achievement goal theory has been extensively used, but empirical research still requires a clearer understanding of the underlying factors conceptualized and measured during secondary school periods. In light of the increasing use of longitudinal studies in motivation research, this study aims to investigate the longitudinal measurement invariance of the Achievement Goal Questionnaire (AGQ) with the longitudinal panel data of 5071 adolescents. Findings support the consistent use of the 2×2 model across eighth to eleventh grades, although inter-factor correlations were inflated at eleventh grade. Partial strict longitudinal measurement invariance was supported for testing equivalence between the tenth and eleventh grades. Regarding the relations to other variables, the four individual factors of achievement goals have distinct properties in relation to other variables as theoretically hypothesized; and the patterns of the relationship were stable from eighth to eleventh grades.
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Affiliation(s)
- Soohyun Yi
- Educational Psychology and Leadership, Texas Tech University, Lubbock, TX, USA
| | - Nielsen Pereira
- Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Inok Ahn
- Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Soonmook Lee
- Mathematics-Statistics, Portland State University, Portland, OR, USA
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15
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Choi H, Cheng CY, X. R. Wee S. The impact of fear of losing out (FoLO) on college students' performance goal orientations and learning strategies in Singapore. SOCIAL PSYCHOLOGY OF EDUCATION 2022; 25:1351-1380. [PMID: 36193097 PMCID: PMC9521000 DOI: 10.1007/s11218-022-09728-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 08/18/2022] [Accepted: 08/19/2022] [Indexed: 12/24/2022]
Abstract
The current research investigated the influence of the Fear of Losing Out (FoLO) mindset on learning strategy via performance goal orientation and its interaction with social comparison amongst Singaporean college students. In Study 1, a positive relationship between FoLO and performance goal orientations (i.e., avoidance and approach) was found. Study 2 replicated this finding and further revealed a downstream effect of FoLO on surface learning via performance goal orientations. In addition, social comparison moderated the link between performance goal orientation and surface learning in the mediation model. Specifically, in downward social comparison conditions, FoLO facilitated high performance-avoidance goal orientation, which in turn led to higher surface learning. Comparatively, in upward social comparison conditions, FoLO incited high performance-approach goal orientation, which in turn led to lower surface learning. Taken together, the findings yield significant theoretical and practical implications of FoLO on college students' goal orientations and learning outcomes.
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Affiliation(s)
- Haelim Choi
- School of Social Sciences, Singapore Management University, Singapore, Singapore
| | - Chi-Ying Cheng
- School of Social Sciences, Singapore Management University, Singapore, Singapore
| | - Sheila X. R. Wee
- School of Social Sciences, Singapore Management University, Singapore, Singapore
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16
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Noskeau R, Santos A, Wang W. Connecting the Dots Between Mindset and Impostor Phenomenon, via Fear of Failure and Goal Orientation, in Working Adults. Front Psychol 2021; 12:588438. [PMID: 34867567 PMCID: PMC8636168 DOI: 10.3389/fpsyg.2021.588438] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Accepted: 10/06/2021] [Indexed: 11/13/2022] Open
Abstract
This study aims to investigate the relationship between mindset and impostor phenomenon, via the explanatory role of fear of failure and goal orientation in the work domain. Only one known study has previously connected mindset and impostor phenomenon in the scientific literature among females in a university setting. Data was collected from 201 working adults, with a roughly equal male-female ratio, from a range of sectors in the United Kingdom, Ireland, and United States. Participants completed an online survey comprising the Implicit Theories of Intelligence Scale, the Performance Failure Appraisal Inventory, Work Domain Goal Orientation Instrument, and the Clance Impostor Phenomenon Scale (CIPS). We tested a serial-parallel mediation model using structural equation modeling. The results suggest that people with a fixed mindset tend to experience more impostor phenomenon at work and this relationship is predominantly explained by their fear of failure. Further, when employees are also motivated by a performance avoid goal orientation, the relationship increases in strength. This indirect relationship suggests that staff training, and coaching interventions designed to increase people's belief that they can develop their abilities results in a reduction of their fear of failure and in their motivation to want to avoid showing their inability at work. The results also suggest cultivating environments that promote a growth mindset and learning goal orientation, alongside the safety to fail, could lessen the negative effects of having a fixed mindset, reduce fear of failure, and alleviate impostor phenomenon's negative impact on employee career development and wellbeing.
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Affiliation(s)
- Rebecca Noskeau
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, United Kingdom
| | - Angeli Santos
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, United Kingdom
| | - Weiwei Wang
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, United Kingdom
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17
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18
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Liu W. Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation. Front Psychol 2021; 12:713978. [PMID: 34248809 PMCID: PMC8267458 DOI: 10.3389/fpsyg.2021.713978] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Accepted: 05/31/2021] [Indexed: 11/13/2022] Open
Abstract
In instructional-learning contexts, the relationship between teacher verbal and non-verbal immediacy and student motivation has gained increasing attention. However, no systematic research has been done to review the empirical studies conducted on the impact of teacher immediacy on students' motivation. Hence, the aim of the present study was to systematically review the available literature on different types of teacher immediacy and student motivation. Some common databases were searched and 30 eligible manuscripts were identified. With regard to the key features of the included studies, the review's findings were categorized into different sections, namely "the measures of teacher immediacy employed," "the measures of student motivation employed," "designs," and "educational contexts". The main findings of the studies were also discussed. The reviewed studies pointed to positive associations between teacher immediacy and student motivation. Finally, limitations of the included studies are discussed and some practical directions for further research are offered, accordingly.
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Affiliation(s)
- Wei Liu
- College English Department, Xinyang Normal University, Xinyang, China
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19
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Wang L, Xu H, Yang D, Tian H, Xi R, Du K, Shi B, Luo Z. Achievement Goals and Creativity: Self‐Construal as an Antecedent. JOURNAL OF CREATIVE BEHAVIOR 2021. [DOI: 10.1002/jocb.507] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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20
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Antshel KM, Parascandola T, Taylor LE, Faraone SV. Achievement goal orientation and stimulant misuse in college students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2021; 69:125-133. [PMID: 31498751 DOI: 10.1080/07448481.2019.1656635] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2018] [Revised: 04/04/2019] [Accepted: 08/11/2019] [Indexed: 05/18/2023]
Abstract
Objective: The prevalence of stimulant medication misuse is rising in college students. Motivations to use stimulant medications differ from motivation to use other substances such as alcohol or cannabis. However, no previous research has examined the impact of achievement goal orientation on stimulant misuse in college students. Participants: 309 college students (mean age = 18.9; 117 males) without an ADHD diagnosis were invited to participate. Methods: Participants completed an online research questionnaire that assessed factors associated with stimulant medication misuse as well as achievement goal orientations (Learning and Performance Orientations). Results: Approximately 12% endorsed a history of stimulant misuse within the past year. More males (17.1%) than females (9.4%) reported stimulant misuse. Those with and without a history of stimulant misuse differed on Performance Orientation (misuse > no misuse) yet were comparable on Learning Orientation. Conclusions: Having a higher Performance Orientation independently predicted stimulant misuse.
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Affiliation(s)
- Kevin M Antshel
- Department of Psychology, Syracuse University, Syracuse, New York, USA
- Department of Psychiatry and Behavioral Sciences, SUNY-Upstate Medical University, Syracuse, New York, USA
| | | | - Lea E Taylor
- Department of Psychology, Syracuse University, Syracuse, New York, USA
| | - Stephen V Faraone
- Department of Psychiatry and Behavioral Sciences, SUNY-Upstate Medical University, Syracuse, New York, USA
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21
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Iaconelli R, Anderman EM. Classroom goal structures and communication style: the role of teacher immediacy and relevance-making in students’ perceptions of the classroom. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09609-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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22
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Wang C, Yan W, Guo F, Li Y, Yao M. Service-Learning and Chinese College Students' Knowledge Transfer Development. Front Psychol 2021; 11:606334. [PMID: 33381071 PMCID: PMC7767873 DOI: 10.3389/fpsyg.2020.606334] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 10/13/2020] [Indexed: 11/13/2022] Open
Abstract
As a form of experiential education, service learning (SL) shows great potential for promoting students' knowledge transfer as it offers students opportunities to apply what they have learned in classrooms to serve communities in real-life contexts. To explore how students' knowledge transfer evolves during SL, we collected longitudinal survey data from 96 Chinese college students in a 9-week SL program. Results indicate that (a) students' perceived knowledge transfer in SL did not follow a linear trajectory. Although students' perceived knowledge transfer at the end of SL was significantly higher than those at the beginning, a slight drop was observed in the middle of SL; (b) the developmental pattern of perceived knowledge transfer varied across students; and (c) students' perceived knowledge transfer development during SL was associated with mastery goal orientation and perceptions of psychologically controlling behaviors from their SL supervisors. By providing evidence of the dynamic process and mechanisms of students' knowledge transfer development, the present study adds to our understanding of how, when, and why the benefits of SL are realized.
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Affiliation(s)
- Cong Wang
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Wenfan Yan
- Department of Leadership in Education, College of Education and Human Development, University of Massachusetts, Boston, MA, United States
| | - Fangfang Guo
- School-based Mental Health Center, Beijing Information Science and Technology University, Beijing, China
| | - Yulan Li
- School of Education Science, Nanning Normal University, Nanning, China
| | - Meilin Yao
- Faculty of Psychology, Beijing Normal University, Beijing, China
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Wolgast A, Schmidt N, Ranger J. Test-Taking Motivation in Education Students: Task Battery Order Affected Within-Test-Taker Effort and Importance. Front Psychol 2020; 11:559683. [PMID: 33324277 PMCID: PMC7724091 DOI: 10.3389/fpsyg.2020.559683] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Accepted: 10/30/2020] [Indexed: 11/13/2022] Open
Abstract
Different types of tasks exist, including tasks for research purposes or exams assessing knowledge. According to expectation-value theory, tests are related to different levels of effort and importance within a test taker. Test-taking effort and importance in students decreased over the course of high-stakes tests or low-stakes-tests in research on test-taking motivation. However, whether test-order changes affect effort, importance, and response processes of education students have seldomly been experimentally examined. We aimed to examine changes in effort and importance resulting from variations in test battery order and their relations to response processes. We employed an experimental design assessing N = 320 education students' test-taking effort and importance three times as well as their performance on cognitive ability tasks and a mock exam. Further relevant covariates were assessed once such as expectancies, test anxiety, and concentration. We randomly varied the order of the cognitive ability test and mock exam. The assumption of intraindividual changes in education students' effort and importance over the course of test taking was tested by one latent growth curve that separated data for each condition. In contrast to previous studies, responses and test response times were included in diffusion models for examining education students' response processes within the test-taking context. The results indicated intraindividual changes in education students' effort or importance depending on test order but similar mock-exam response processes. In particular effort did not decrease, when the cognitive ability test came first and the mock exam subsequently but significantly decreased, when the mock exam came first and the cognitive ability test subsequently. Diffusion modeling suggested differences in response processes (separation boundaries and estimated latent trait) on cognitive ability tasks suggesting higher motivational levels when the cognitive ability test came first than vice versa. The response processes on the mock exam tasks did not relate to condition.
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Affiliation(s)
- Anett Wolgast
- Department of Psychology, University of Applied Sciences Hannover, Hanover, Germany
| | - Nico Schmidt
- Institute of Psychology, Martin-Luther-University Halle-Wittenberg, Halle, Germany
| | - Jochen Ranger
- Institute of Psychology, Martin-Luther-University Halle-Wittenberg, Halle, Germany
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Wirthwein L, Steinmayr R. Performance-approach goals: the operationalization makes the difference. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00520-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractThe operationalization of performance-approach goals (PAGs) was found to be an important moderator of the associations between different PAGs and several educational outcomes. To explore this aspect in more detail, we conducted two studies with school students (N1 = 425, mean age = 16.6 years, SD = 0.61; N2 = 310, mean age = 14.91, SD = 1.72). In study 1, we mainly focused on the associations between achievement goals and school grades. In study 2, we additionally assessed several motivational variables (academic self-concept, school values), as well as test anxiety and school well-being. All variables were assessed for school in general, mathematics, and German (mother tongue). The results of confirmatory factor analyses replicated and extended the finding on the different facets of PAGs. Besides a normative-based PAG component (the aim is to perform better than others) and an appearance-based PAG component (the aim is to demonstrate one’s ability), an additional proving PAG component (the aim is to demonstrate one’s ability toward significant others) was found. Contrary to earlier findings, both normative and appearance-based PAGs were positively correlated with school grades, whereas the proving component showed smaller associations. Moreover, differential associations with self-concept, school values, and school well-being emerged regarding the different facets of PAGs. The results are discussed with regard to the operationalization of PAGs.
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Siqueira MAM, Gonçalves JP, Mendonça VS, Kobayasi R, Arantes-Costa FM, Tempski PZ, Martins MDA. Relationship between metacognitive awareness and motivation to learn in medical students. BMC MEDICAL EDUCATION 2020; 20:393. [PMID: 33126882 PMCID: PMC7602298 DOI: 10.1186/s12909-020-02318-8] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Accepted: 10/20/2020] [Indexed: 05/17/2023]
Abstract
BACKGROUND In self-regulated learning, learning is defined as metacognitively guided, intrinsically motivated and strategic. In the context of medical education, the development of self-regulated learning can be associated with better academic and clinical performance. Hence, this report focuses on demonstrating the association between metacognitive awareness and motivation to learn among medical students in the clinical sciences portion of their education (3rd and 4th years of the medical programme) and characterizing medical students' motivational factors. METHODS We performed a cross-sectional study with a qualitative and quantitative approach involving medical students from the University of Sao Paulo (USP) in Brazil. We have selected validated self-report questionnaires for the evaluation of metacognition (the Schraw and Dennison Metacognitive Awareness Inventory - MAI) and motivation to learn (the Baranik, Barron and Finney Achievement Goals for a Work Domain - AGWD). MAI has two domains: knowledge about cognition and regulation of cognition. AGWD divides achievement goals into mastery approach, mastery avoidance, performance approach and performance avoidance goal orientations. We also performed a qualitative analysis based on an open-ended question: "What motivates me the most in medical training?" RESULTS One hundred eighty-five students completed the questionnaires: 103 (55.67%) were men, 110 (59.45%) were in their fourth year of the medical programme, and 152 (82.16%) were up to 24 years old. Only the knowledge about cognition domain of MAI was significantly associated with motivation to learn. We found that higher scores on the knowledge about cognition domain of MAI was associated with the mastery approach goal orientation (p = 0.003, median 0.71, IQR 0.23) and that lower scores on this same domain was associated with a mastery avoidance goal orientation (p = 0.034, median 0.65, IQR 0.14). The open-ended question showed that altruism, personal satisfaction, financial feedback, personal and supportive networks and graduating were motivational factors. CONCLUSIONS Metacognitive awareness and motivation to learn are closely related. This association may represent a potential target for the educational process, as deans and faculty can adopt strategies focused on promoting self-regulated learning concerning students' motivational factors. This could enhance academic outcomes and promote more enjoyable learning.
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Affiliation(s)
- Marina Alves Martins Siqueira
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
| | - Johnatan Padovez Gonçalves
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
- Harvard T.H. Chan School of Public Health, Boston, MA, USA
| | - Vitor Silva Mendonça
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
| | - Renata Kobayasi
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
| | - Fernanda Magalhães Arantes-Costa
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
- Laboratorio de Terapeutica Experimental (LIM20), Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, SP, Brazil
| | - Patricia Zen Tempski
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
| | - Mílton de Arruda Martins
- Undergraduate Office of School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil.
- Department of Internal Medicine, School of Medicine, University of Sao Paulo, Av Dr Arnaldo, 455 Sala 1210, Sao Paulo, SP, CEP 01246-903, Brazil.
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Zhao N, Zhai Y, Chen X, Li M, Li P, Ye K, Wen H. Psychometric Properties of Achievement Goal Constructs for Chinese Students. Front Psychol 2020; 11:531568. [PMID: 33192772 PMCID: PMC7649375 DOI: 10.3389/fpsyg.2020.531568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Accepted: 09/22/2020] [Indexed: 11/29/2022] Open
Abstract
In Chinese schools, classes are organized with special monitors and teachers contributing to the achievement goal structure for students. This study aimed to examine the psychometric properties of perception of teachers' achievement goal structure constructs with 3,149 Chinese students from grades 3-8. The results showed that the internal consistencies of the whole scale and subscales were low to marginal. Eight models were examined to check the constructs of the achievement goal structure (mastery, performance, and performance avoidance). Two-factor structures proved to be the best fit. Additionally, a multilevel confirmatory factor analysis proved that the achievement goal structure existed at the same time in the class student levels. Our findings supported the hypothesis that achievement goal structures are different for students with different cultures, which implies that teaching approaches should be adapted in consideration of culturally distinct learning.
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Affiliation(s)
- Ningning Zhao
- School of Chinese Language and Literature, Beijing Normal University, Beijing, China
| | - Yanfang Zhai
- College of Education, Capital Normal University, Beijing, China
| | - Xiaohan Chen
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Meiling Li
- School of Chinese Language and Literature, Beijing Normal University, Beijing, China
| | - Ping Li
- School of Chinese Language and Literature, Beijing Normal University, Beijing, China
| | - Kunyu Ye
- Beijing Yucai Middle School, Beijing, China
| | - Hongbo Wen
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
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Bertram L. Digital Learning Games for Mathematics and Computer Science Education: The Need for Preregistered RCTs, Standardized Methodology, and Advanced Technology. Front Psychol 2020; 11:2127. [PMID: 33178055 PMCID: PMC7593651 DOI: 10.3389/fpsyg.2020.02127] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Accepted: 07/30/2020] [Indexed: 11/13/2022] Open
Abstract
In today's digital information society, mathematical and computational skills are becoming increasingly important. With the demand for mathematical and computational literacy rising, the question of how these skills can be effectively taught in schools is among the top priorities in education. Game-based learning promises to diversify education, increase students' interest and motivation, and offer positive and effective learning experiences. Especially digital game-based learning (DGBL) is considered an effective educational tool for improving education in classrooms of the future. Yet, learning is a complex psychological phenomenon and the effectiveness of digital games for learning cannot be taken for granted. This is partly due to a diversity of methodological approaches in the literature and partly due to theoretical and practical considerations. We present core elements of psychological theories of learning and derive arguments for and against DGBL and non-DGBL. We discuss previous literature on DGBL in mathematics education from a methodological point of view and infer the need for randomized controlled trials for effectiveness evaluations. To increase comparability of empirical results, we propose methodological standards for future educational research. The value of multidisciplinary research projects to advance the field of DGBL is discussed and a synergy of Affective Computing and Optimal Experimental Design (OED) techniques is proposed for the implementation of adaptive technologies in digital learning games. Finally, we make suggestions for game content, which would be suitable for preparing students for university-level mathematics and computer science education, and discuss the potential limitations of DGBL in the classroom.
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Affiliation(s)
- Lara Bertram
- MPRG iSearch, Max-Planck-Institute for Human Development, Berlin, Germany
- School of Psychology, Faculty of Health and Medical Sciences, Guildford, United Kingdom
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Triguna (three qualities) personality model and two-factor conceptualization of self-compassion: a new insight to understand achievement goal orientations. CURRENT ISSUES IN PERSONALITY PSYCHOLOGY 2020. [DOI: 10.5114/cipp.2020.100096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
BackgroundAlthough the three-dimensional Vedic personality model (Triguna) and self-compassion have been linked with a variety of life outcomes, little is known about their interplay in shaping goal orientations. We explored the interrelationships and interplay of the Triguna (Sattva, Rajas and Tamas) with positive and negative self-compassion in shaping the goal orientations of Indian students.Participants and procedureUsing convenience sampling, 190 males (M = 20.13, SD = 2.21) and 187 females (M = 19.88, SD = 1.81) were assessed on self-report measures. Data were analysed using correlational statistics, factor analysis and path analysis.ResultsFactor analyses supported our speculation that the Self-Compassion Scale is best represented by a two-factor model (positive and negative). Positive self-compassion and Sattva Guna showed positive correlations with mastery and performance goals while negative self-compassion showed an opposite pattern. Rajas and Tamas Gunas were negatively correlated with mastery and positively with performance goals. Gender, Sattva Guna and positive self-compassion accounted for significant variance in mastery while gender, Sattva and Rajas Gunas and negative self-compassion contributed to performance-approach. Sattva Guna and self-compassion (positive and negative) contributed significantly to performance-avoidance. Path analysis revealed direct as well as indirect effects of the three Gunas on the goal orientations through positive and negative self-compassion.ConclusionsThe Triguna personality and two-factor conceptualization of self-compassion evinced their relevance in understanding the goal orientations of Indian students. Re-conceptualization of the Self-Compassion Scale and its interplay with Triguna personality dimensions in shaping the goal orientations of students need further verification in diverse and cross-cultural populations.
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Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09557-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Guo M, Leung FKS. Achievement goal orientations, learning strategies, and mathematics achievement: A comparison of Chinese Miao and Han students. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22424] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Meng Guo
- Teacher Education and Learning Leadership Unit, Faculty of Education The University of Hong Kong Hong Kong China
| | - Frederick K. S. Leung
- Teacher Education and Learning Leadership Unit, Faculty of Education The University of Hong Kong Hong Kong China
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Boyle GJ, Wongsri N, Bahr M, Macayan JV, Bentler PM. Cross-cultural differences in personality, motivation and cognition in Asian vs. Western societies. PERSONALITY AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.paid.2020.109834] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Neff KD, Bluth K, Tóth-Király I, Davidson O, Knox MC, Williamson Z, Costigan A. Development and Validation of the Self-Compassion Scale for Youth. J Pers Assess 2020; 103:92-105. [PMID: 32125190 DOI: 10.1080/00223891.2020.1729774] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
We present a series of studies on the development and validation of the Self-Compassion Scale-Youth version (SCS-Y), which is intended for use with early adolescents in middle school. Study 1 (N = 279, Mage = 12.17) describes the selection of 17 items out of a pool of 36 potential items, with three items each representing the subscales of self-kindness, mindfulness, common humanity, self-judgment, isolation, and two items representing over-identification. Using state-of-the-art psychometric analyses ideal for examining multidimensional constructs like self-compassion-bifactor exploratory structural equation modeling (bifactor-ESEM)-findings supported the use of a general self-compassion score and six subscale scores. Study 2 cross-validated the factor structure of the SCS-Y with a second sample of youths (N = 402, Mage = 12.43). Study 3 found support for the test-retest reliability of the SCS-Y (N = 102, Mage = 12.52). Study 4 (N = 212, Mage = 12.18) established construct validity for the SCS-Y by demonstrating that SCS-Y scores were significantly associated with mindfulness, happiness, life-satisfaction, depression, resilience, and achievement goal orientation in expected directions. Overall, findings suggest that the SCS-Y is a reliable and valid measure of self-compassion for use with youths.
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Liu S, Liu M. The impact of learner metacognition and goal orientation on problem-solving in a serious game environment. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2019.08.021] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Lee YJ, Anderman EM. Profiles of perfectionism and their relations to educational outcomes in college students: The moderating role of achievement goals. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2019.101813] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Tomás JM, Gutiérrez M, Georgieva S, Hernández M. The effects of self‐efficacy, hope, and engagement on the academic achievement of secondary education in the Dominican Republic. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22321] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- José Manuel Tomás
- Methodology and Behavioral SciencesUniversity of Valencia València Spain
| | | | | | - Miosotis Hernández
- Psychology DepartmentUniversidad Autónoma de Santo Domingo Santo Domingo Dominican Republic
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Eyink JR, Motz BA, Heltzel G, Liddell TM. Self‐regulated studying behavior, and the social norms that influence it. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2019. [DOI: 10.1111/jasp.12637] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Julie R. Eyink
- Department of Psychological and Brain Sciences Indiana University Bloomington IN USA
| | - Benjamin A. Motz
- Department of Psychological and Brain Sciences Indiana University Bloomington IN USA
| | - Gordon Heltzel
- Department of Psychological and Brain Sciences Indiana University Bloomington IN USA
| | - Torrin M. Liddell
- Department of Psychological and Brain Sciences Indiana University Bloomington IN USA
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Liang CTH, Rocchino GH, Gutekunst MHC, Smithson A. Conformity to masculinity ideology, a predictor of academic‐related attitudes and behaviors. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22305] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | | | | | - Annalisa Smithson
- Department of Education and Human ServicesLehigh UniversityBethlehem Pennsylvania
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The interaction between student motivation and the instructional environment on academic outcome: a hierarchical linear model. SOCIAL PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s11218-019-09487-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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40
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Dietrich L, Zimmermann D. How aggression-related mindsets explain SES-differences in bullying behavior. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2019. [DOI: 10.1080/13632752.2019.1591032] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Lars Dietrich
- Department of Rehabilitation Sciences, Humboldt-Universität zu Berlin, Berlin, Germany
| | - David Zimmermann
- Department of Rehabilitation Sciences, Humboldt-Universität zu Berlin, Berlin, Germany
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Schwabe F, Korthals R, Schils T. Positive social relationships with peers and teachers as moderators of the Big-Fish-Little-Pond Effect. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2018.12.006] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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42
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Levontin L, Bardi A. Using Personal Values to Understand the Motivational Basis of Amity Goal Orientation. Front Psychol 2019; 9:2736. [PMID: 30687187 PMCID: PMC6333707 DOI: 10.3389/fpsyg.2018.02736] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2018] [Accepted: 12/19/2018] [Indexed: 12/02/2022] Open
Abstract
Values are broad motivations that can serve as the basis for goals. We propose that values can be used to understand the motivational basis of amity goal orientation, a prosocial goal orientation within achievement situations. We offer theory and empirical evidence relating personal values to amity goal orientation and other achievement goal orientations. Specifically, the results of three studies and a mini meta-analysis suggest that the prosocial value of benevolence is positively related to amity goal orientation and can be interpreted as the motivational basis of amity goal orientation. Furthermore, power values are positively related to performance-approach goal orientation; self-direction values are positively related to mastery goal orientation, and security values are positively related to performance-avoidance goal orientation. These findings can explain the pattern of correlations previously found among achievement goal orientations, and open up the potential for new research on amity goal orientation as well as other value-based achievement goal orientations.
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Affiliation(s)
- Liat Levontin
- Faculty of Industrial Engineering and Management, Technion - Israel Institute of Technology, Haifa, Israel
| | - Anat Bardi
- Department of Psychology, Royal Holloway University of London, Egham, United Kingdom
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Park D, Yu A, Baelen RN, Tsukayama E, Duckworth AL. Fostering Grit: Perceived School Goal-Structure Predicts Growth in Grit and Grades. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018; 55:120-128. [PMID: 32831457 PMCID: PMC7441845 DOI: 10.1016/j.cedpsych.2018.09.007] [Citation(s) in RCA: 41] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Grit, the inclination to pursue long-term goals with passion and perseverance, predicts academic achievement and professional success, but how to encourage grit in students remains an open question. The goal of the current study was to understand how perceptions of school culture influence the development of grit in middle school students. We conducted a year-long, prospective, longitudinal study (N= 1,277) examining grit, perceived goal structures (mastery vs. performance), and academic achievement. In cross-sectional analyses, we found that students who perceived their schools as more mastery goal-oriented were grittier and earned higher report card grades. In contrast, students who perceived their schools as more performance goal-oriented were less gritty and earned lower report card grades. In longitudinal analyses, changes in perceived mastery school goal structure predicted changes in grit over the school year, which in turn predicted changes in grades. Changes in perceived performance school goal structure, in contrast, did not reliably predict changes in grit. These findings suggest that school environments that emphasize the value of learning for learning's sake may encourage children to sustain interest in and effort toward long-term goals.
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Gunderson EA, Donnellan MB, Robins RW, Trzesniewski KH. The specificity of parenting effects: Differential relations of parent praise and criticism to children's theories of intelligence and learning goals. J Exp Child Psychol 2018; 173:116-135. [PMID: 29702379 PMCID: PMC5986600 DOI: 10.1016/j.jecp.2018.03.015] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2017] [Revised: 02/08/2018] [Accepted: 03/21/2018] [Indexed: 11/30/2022]
Abstract
Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children's incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 first to eighth graders; Study 2: N = 282 fifth and eighth graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was nonsignificant and did not vary with children's grade level. In both studies, overall perceived parent praise positively related to children's learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children's learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism can explain age-related differences in children's learning goals. Results suggest that incremental theories of intelligence and learning goals might not be strongly related during childhood and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct.
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Affiliation(s)
| | - M Brent Donnellan
- Department of Psychology, Michigan State University, East Lansing, MI 48824, USA
| | - Richard W Robins
- Department of Psychology, University of California, Davis, Davis, CA 95616, USA
| | - Kali H Trzesniewski
- Department of Human Ecology, University of California, Davis, Davis, CA 95616, USA
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45
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Need satisfaction as a mediator between classroom goal structures and students' optimal educational experience. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.05.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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46
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Kunst EM, van Woerkom M, van Kollenburg GH, Poell RF. Stability and change in teachers' goal orientation profiles over time: Managerial coaching behavior as a predictor of profile change. JOURNAL OF VOCATIONAL BEHAVIOR 2018. [DOI: 10.1016/j.jvb.2017.10.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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47
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Affiliation(s)
| | - Sungjun Won
- Department of Educational Studies, The Ohio State University
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Yilmaz Soylu M, Zeleny MG, Zhao R, Bruning RH, Dempsey MS, Kauffman DF. Secondary Students' Writing Achievement Goals: Assessing the Mediating Effects of Mastery and Performance Goals on Writing Self-Efficacy, Affect, and Writing Achievement. Front Psychol 2017; 8:1406. [PMID: 28878707 PMCID: PMC5573427 DOI: 10.3389/fpsyg.2017.01406] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2016] [Accepted: 08/03/2017] [Indexed: 11/13/2022] Open
Abstract
The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS), and examined relationships among secondary students' writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmatory factor analysis revealed a good fit for this data with a three-factor model that corresponds with mastery, performance approach, and performance avoidance goals. The results of Study 1 were an indication for the researchers to move forward with Study 2, which included 563 high school students. The secondary students completed the WAGS, as well as the Self-efficacy for Writing Scale, and the Liking Writing Scale. Students also self-reported grades for writing and for language arts courses. Approximately 6 weeks later, students completed a statewide writing assessment. We tested a theoretical model representing relationships among Study 2 variables using structural equation modeling including students' responses to the study scales and students' scores on the statewide assessment. Results from Study 2 revealed a good fit between a model depicting proposed relationships among the constructs and the data. Findings are discussed relative to achievement goal theory and writing.
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Affiliation(s)
| | - Mary G Zeleny
- Department of Educational Psychology, University of Nebraska-LincolnLincoln, NE, United States
| | - Ruomeng Zhao
- Department of Educational Psychology, University of Nebraska-LincolnLincoln, NE, United States
| | - Roger H Bruning
- Department of Educational Psychology, University of Nebraska-LincolnLincoln, NE, United States
| | - Michael S Dempsey
- Department of Surgery, Boston University School of MedicineBoston, MA, United States
| | - Douglas F Kauffman
- Department of Surgery, Boston University School of MedicineBoston, MA, United States
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Rocchino GH, Dever BV, Telesford A, Fletcher K. Internalizing and externalizing in adolescence: the roles of academic self-efficacy and gender. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22045] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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50
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Stets JE, Brenner PS, Burke PJ, Serpe RT. The science identity and entering a science occupation. SOCIAL SCIENCE RESEARCH 2017; 64:1-14. [PMID: 28364837 PMCID: PMC5380151 DOI: 10.1016/j.ssresearch.2016.10.016] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2015] [Revised: 09/30/2016] [Accepted: 10/28/2016] [Indexed: 05/12/2023]
Abstract
The initiative to increase the number of students in STEM disciplines and train them for a science-related job is a current national focus. Using longitudinal panel data from a national study that followed underrepresented college students in STEM fields, we investigate the neglected role that social psychological processes play in influencing science activity among the young. We study the impact of identity processes related to being a science student on entering a science occupation. More broadly, we examine whether an identity formulated in one institutional setting (education) has effects that persist to another institutional setting (the economy). We find that the science identity positively impacts the likelihood of entering a science occupation. It also serves as a mediator for other factors that are related to educational success. This provides insight into how an identity can guide behavior to move persons into structural positions across institutional domains.
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Affiliation(s)
- Jan E Stets
- University of California, Riverside, United States.
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