The Hows and Whys of Studying: The Relationship of Goals to Strategies.

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt

A correlational study of 62 8th grade, 60 11th grade, and 58 college students investigated developmental differences in learning goals, study strategy beliefs and their inter-relationship for science classes. Questionnaires measured levels of task orientation, ego orientation, and work avoidance, as well as belief in the utility of two types of…

Identifying achievement goals and their relationship to academic achievement in undergraduate pharmacy students.

PubMed

Alrakaf, Saleh; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2014-09-15

To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students' grades were obtained from course coordinators. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement.

Bivariate and Multivariate Associations between Trait Listening Goals and Trait Communicator Preferences

ERIC Educational Resources Information Center

Keaton, Shaughan A.; Keteyian, Robert V.; Bodie, Graham D.

2014-01-01

This article provides validity evidence for a measure of listening goals by showing theoretically consistent relationships with an existing communication preference questionnaire. Participants (N = 257) were administered trait measures for listening goals and communicator preferences. The four listening goals--relational, task-oriented,…

The impact of goal setting and goal orientation on performance during a clerkship surgical skills training program.

PubMed

Gardner, Aimee K; Diesen, Diana L; Hogg, Deborah; Huerta, Sergio

2016-02-01

The purpose of this study was to integrate relevant goal-setting theory and to identify if trainees' goal orientations have an impact on the assigned goals-performance relationship. Trainees attended 1 of the 3 goal-training activities (do your best, performance, or learning goals) for knot tying (KT) and camera navigation (CN) during the 3rd-year clerkship rotation. Questionnaires and pretests and/or post-tests were completed. One twenty-seven 3rd-year medical students (age: 25 ± 2.6; 54% women) participated in the training program. Pretraining to post-training performance changes were significant for all groups on both tasks (P < .01), but the increase was significantly greater (P < .01) for the learning goals group (do your best: KTΔ = 2.14, CNΔ = 1.69; performance: KTΔ = 2.49, CNΔ = 2.24; learning: KTΔ = 3.04 CNΔ = 2.76). Correlations between goal orientations and improvement were examined, revealing a unique role of goal orientation for performance improvement. These data indicate that consideration of goal type and trainee goal orientation must be considered during curriculum development to maximize educational value. Copyright © 2016 Elsevier Inc. All rights reserved.

Relationship between achievement goal orientations and the perceived purposes of playing rugby union for professional and amateur players.

PubMed

Treasure, D C; Carpenter, P J; Power, K T

2000-08-01

The recent professionalization of rugby union makes it an excellent achievement context in which to examine the relationship between achievement goal orientations and the perceived purposes of sport as a function of competitive standard. During the 1996-97 season, 73 professional and 106 amateur rugby players in England completed a series of questionnaires assessing their achievement goal orientations, beliefs about the purposes of rugby and demographic information. The results of a canonical correlation analysis revealed a conceptually coherent relationship between achievement goal orientations and purposes of rugby. Specifically, a high ego/moderate task orientation was positively related to fitness, aggression and financial remuneration as significant purposes of rugby. Professional players scored higher on those purposes of rugby related to aggression, financial remuneration and fitness, but lower on sportspersonship than amateur players. Professional players also reported higher task and ego goal orientations than amateur players. The findings are discussed in terms of the differences in lifestyle and motivation of professional and amateur rugby union players.

Student goal orientation in learning inquiry skills with modifiable software advisors

NASA Astrophysics Data System (ADS)

Shimoda, Todd A.; White, Barbara Y.; Frederiksen, John R.

2002-03-01

A computer support environment (SCI-WISE) for learning and doing science inquiry projects was designed. SCI-WISE incorporates software advisors that give general advice about a skill such as hypothesizing. By giving general advice (rather than step-by-step procedures), the system is intended to help students conduct experiments that are more epistemologically authentic. Also, students using SCI-WISE can select the type of advice the advisors give and when they give advice, as well as modify the advisors' knowledge bases. The system is based partly on a theoretical framework of levels of agency and goal orientation. This framework assumes that giving students higher levels of agency facilitates higher-level goal orientations (such as mastery or knowledge building as opposed to task completion) that in turn produce higher levels of competence. A study of sixth grade science students was conducted. Students took a pretest questionnaire that measured their goal orientations for science projects and their inquiry skills. The students worked in pairs on an open-ended inquiry project that requires complex reasoning about human memory. The students used one of two versions of SCI-WISE - one that was modifiable and one that was not. After finishing the project, the students took a posttest questionnaire similar to the pretest, and evaluated the version of the system they used. The main results showed that (a) there was no correlation of goal orientation with grade point average, (b) knowledge-oriented students using the modifiable version tended to rate SCI-WISE more helpful than task-oriented students, and (c) knowledge-oriented pairs using the nonmodifiable version tended to have higher posttest inquiry skills scores than other pair types.

Pre-Service EFL Teachers' Self-Efficacy Beliefs, Goal Orientations, and Participations in an Online Learning Environment

ERIC Educational Resources Information Center

Ucar, Hasan; Yazici Bozkaya, Mujgan

2016-01-01

This study examined the pre-service EFL teachers' self-efficacy beliefs, goal orientations, and participations in an online learning environment. Embedded mixed design was used in the study. In the quantitative part of the study, the participants were 186 senior pre-service EFL teachers and data were collected on two scales and a questionnaire.…

Using goal orientations to understand motivation in strength training.

PubMed

Gilson, Todd A; Chow, Graig M; Ewing, Martha E

2008-07-01

Despite the importance that today's athletics place on strength training, research exploring the motivation of athletes in this arena is sparse. It is known that not all athletes will use the same motivational cognitions as inspiration, and these differences can be explored through achievement goal orientations. Through questionnaire data and semistructured interviews, the present study investigated how collegiate athletes maintain high levels of motivation over a period of time during strength training and explored relationships among five goal orientations: task-orientation, self-enhancing ego-orientation, self-defeating ego-orientation, social-approval orientation, and work-avoidance orientation. Subjects (N = 133), comprising 90 men and 43 women, were current varsity collegiate athletes from 15 different sports at a major Midwestern university. In addition, using a screener survey to assess achievement goal orientations, 15 subjects from the sample group who demonstrated a stronger inclination to only one achievement goal orientation were interviewed to gain a more in-depth understanding of their motivation cognitions in strength training. Results showed that the strongest achievement goal orientations reported from all athletes were task-orientation and social-approval. Additionally, five higher-order themes (significant others, improvement, competitive demands, being stronger than others, and miscellaneous) were consistent among the interviewed athletes when describing how they stay motivated during strength training. Whereas all athletes were able to describe at least one motivational strategy they employed during strength training, the dominant achievement goal orientation of some athletes influenced their motivational strategy. By employing the T.A.R.G.E.T. model (), strength coaches can foster adaptive achievement goal orientations and thereby enhance intrinsic motivation for athletes engaging in strength training.

Correlation between academic achievement goal orientation and the performance of Malaysian students in an Indian medical school.

PubMed

Barkur, Rajashekar Rao; Govindan, Sreejith; Kamath, Asha

2013-01-01

According to goal orientation theory, achievement goals are defined as the terminal point towards which one's efforts are directed. The four academic achievement goal orientations commonly recognised are mastery, performance approach, performance avoidance and work avoidance. The objective of this study was to understand the goal orientation of second year undergraduate medical students and how this correlates with their academic performance. The study population consisted of 244 second year Bachelor of Medicine and Bachelor of Surgery (MBBS) students of Melaka Manipal Medical College, Manipal campus, Manipal University, India. Students were categorised as high performers and low performers based on their first year university examination marks. Their goal orientations were assessed through a validated questionnaire developed by Was et al. These components were analysed by independent sample t-test and correlated to their first year university examination marks. Confirmatory component factor analysis extracted four factors, which accounted for 40.8% of the total variance in goal orientation. The performance approach goal orientation alone explained 16.7% of the variance followed by mastery (10.8%), performance avoidance (7.7%) and work avoidance (5.7%). The Cronbach's alpha for 19 items, which contributed to internal consistency of the tool, was observed to be 0.635. A strong positive correlation was shown between performance approach, performance avoidance and work avoidance orientations. Of the four goal orientations, only the mean scores in work avoidance orientation differed for low performers and high performers (5.0 vs. 4.3; P = 0.0003). Work avoidance type of goal orientation among the low performer group may account for their lower performance compared with high performer group. This indicates that academic achievement goal orientation may play a role in the performance of undergraduate medical students.

Measuring Achievement Goal Orientations of Pharmacy Students

PubMed Central

Muthart, Thomas; Khan, Ghous M.

2014-01-01

Objectives. To measure the achievement goal orientations of pharmacy students attending a 3-year (accelerated) doctor of pharmacy (PharmD) program. Methods. A 16-item survey based on the Achievement Goal Questionnaire (AGQ) was administered to first-year (P1) and second-year (P2) pharmacy students at the Appalachian College of Pharmacy (ACP). Students were instructed to indicate to what degree each statement was true for them using a 7-point Likert scale (1=not true of me, 7=very true of me). Results. One hundred twenty of the 155 students (77%) completed the survey. Most students had mastery-approach, mastery-avoidance, performance-approach, and/or performance-avoidance goal orientations; few had work-avoidance goal orientations. Second-year students and male students had higher work-avoidance mean scores than did P1 students and female students (p<0.05). Conclusion. Pharmacy students were mastery- and performance-oriented learners, and most did not have work-avoidance goal orientations. Male students and P2 students had higher work-avoidance than did female students and P1 students, respectively. More longitudinal studies are needed to confirm these findings. PMID:24761015

Goal orientations of health profession students throughout the undergraduate program: a multilevel study.

PubMed

Kool, Ada; Mainhard, Tim; Brekelmans, Mieke; van Beukelen, Peter; Jaarsma, Debbie

2016-03-31

The achievement goal theory defines two major foci of students' learning goals (1) primarily interested in truly mastering a task (mastery orientation), and (2) striving to show ones competences to others (performance orientation). The present study is undertaken to better understand if and how health profession students' goal orientations change during the undergraduate program and to what degree gender, academic achievement, and self-efficacy are associated with mastery and performance orientation between students and within students over time. By means of an online questionnaire, students of medical, pharmaceutical, and veterinary sciences (N = 2402) were asked to rate themselves on mastery orientation, performance orientation, and self-efficacy at the beginning of five consecutive semesters. Data on grades and gender were drawn from university's files. Multilevel analyses were used for data analysis. Students' goal orientations showed relative stability over time, but substantial fluctuations within individual students were found. These fluctuations were associated with fluctuations in self-efficacy. Students' gender, high school grades, study grades, and self-efficacy were all associated with differences in mastery or performance orientation between students. Self-efficacy was the strongest predictor for mastery orientation and grades for performance orientation. The relatively strong association between the goal orientations and students' self-efficacy found in this study emphasizes the potential of enhancing self-efficacy in health profession students. Also, for educators and researchers, fluctuations of both goal orientations within individual students are important to consider.

Class Social Situation and Cultural Value Prediction Factors of the Academic Entitlement of College Students

ERIC Educational Resources Information Center

Hong, Fu-Yuan; Huang, Der-Hsiang; Lin, Min-Pei; Lin, Hung-Yu

2017-01-01

This study measured the level of academic entitlement in college students using a performance promotion goal questionnaire, an academic entitlement group norm questionnaire, a cultural value orientation questionnaire, and an academic entitlement questionnaire, with 297 college students. The research findings of this study could be used to identify…

Relationship among achievement goal orientations and multidimensional situational motivation in physical education.

PubMed

Standage, Martyn; Treasure, Darren C

2002-03-01

Contemporary research suggests that task and ego achievement goal orientations affect students' intrinsic motivation in physical education. This research has assessed intrinsic motivation as a unidimensional contruct, however, which is inconsistent with the more contemporary postulates of self-determination theory (Deci & Ryan, 1985, 1991) which states that intrinsic motivation is only one type of motivation. To date, research has not addressed whether different types of motivation at the situational level are influenced by the proneness to adopt task or ego involvement. To examine the relationship between achievement goal orientations and multidimensional situational motivation in PE. Middle school children (182 male, 136 female; M age = 13.2 years). Responded to questionnaires assessing their dispositional goal orientation (POSQ; Roberts, Treasure, & Balague, 1998) and situational motivation (SIMS; Guay, Vallerand, & Blanchard, 2000) in PE. Task orientation was found to be positively associated with more self-determined types of situational motivation. Ego orientation was weakly related to less self-determined motivation. An extreme group split was conducted to create four goal groups and goal profile analyses conducted. A significant MANOVA was followed by univariate analyses, post hoc comparisons, and calculated effect sizes, which revealed that groups high in task orientation reported more motivationally adaptive responses than groups low in task orientation. The results suggest that a high level of task orientation singularly or in combination with ego orientation fosters self-determined situational motivation in the context of PE.

Flow theory – goal orientation theory: positive experience is related to athlete’s goal orientation

PubMed Central

Stavrou, Nektarios A. M.; Psychountaki, Maria; Georgiadis, Emmanouil; Karteroliotis, Konstantinos; Zervas, Yannis

2015-01-01

The main purpose of this study was to examine the relationship between flow experience and goal orientation theory, as well as, the differences in flow experience based on the orthogonal model of goal orientation theory. Two hundred and seventy eight athletes completed the Task and Ego Orientation Sport Questionnaire based on how they usually feel. The challenge and skills ratings were completed 1 h before the competition, based on how they felt at the exact time of answering. In the following, the Flow State Scale-2 was completed up to 30 min after the competition they just participated, along with the challenge-skill ratings, based on how athletes felt during the competition. The results indicated that the athletes’ task orientation may be an important factor for attaining flow in competitive sport, feeling more skillful and estimating the upcoming competition as challenging, while low ego and low task oriented athletes lack these elements, which are important for them to get into flow. Additionally, not the level of task and ego orientation per se, but the balance between athletes’ goal orientation preferences seems important for the formation of flow experience, indicating that high task – high ego and high task – low ego athletes are experiencing the most positive mental state. PMID:26500577

Goal orientation profile differences on perceived motivational climate, perceived peer relationships, and motivation-related responses of youth athletes.

PubMed

Smith, Alan L; Balaguer, Isabel; Duda, Joan L

2006-12-01

The aims of this study were twofold: (a) to determine if dispositional achievement goal orientation profiles that are reported in the literature would be observed in a sample of youth athletes, and (b) to examine potential achievement goal orientation profile differences on perceptions of the motivational climate, perceptions of peer relationships, and motivation-related responses. Male soccer players (n=223) aged 9-12 years (mean=10.9, s=0.6) completed a multi-section questionnaire containing assessments of dispositional goal (task, ego) orientations, the perceived task- and ego-involving features of the motivational climate, perceived peer acceptance and friendship quality (positive friendship quality, conflict), perceived ability, soccer enjoyment, and satisfaction with one's performance and the team. Four profiles were observed that closely matched those observed by Hodge and Petlichkoff (2000), though in the present study a lower proportion of participants exhibited achievement goal profiles consisting of relatively high ego orientation. Achievement goal profile differences were found for all variables except positive friendship quality, with a general trend for those reporting relatively lower task goal orientation to exhibit less adaptive responses. Overall, the findings support achievement goal frameworks (e.g. Nicholls, 1989) and suggest that further examination of dispositional achievement goals may afford a deeper understanding of social relationships and motivational processes in youth sport.

Is the Relationship between Competence Beliefs and Test Anxiety Influenced by Goal Orientation?

ERIC Educational Resources Information Center

Putwain, David William; Daniels, Rachel Anne

2010-01-01

The study described here aimed to examine the relations between test anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and test anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for test anxiety,…

The effects of topic choice in project-based instruction on undergraduate physical science students' interest, ownership, and motivation

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina

2001-07-01

Motivating nonscience majors in science and mathematics studies became one of the most interesting and important challenges in contemporary science and mathematics education. Therefore, designing and studying a learning environment, which enhances students' motivation, is an important task. This experimental study sought to explore the implications of student autonomy in topic choice in a project-based Physical Science Course for nonscience majors' on students' motivational orientation. It also suggested and tested a model explaining motivational outcomes of project-based learning environment through increased student ownership of science projects. A project, How Things Work, was designed and implemented in this study. The focus of the project was application of physical science concepts learned in the classroom to everyday life situations. Participants of the study (N = 59) were students enrolled in three selected sections of a Physical Science Course, designed to fulfill science requirements for nonscience majors. These sections were taught by the same instructor over a period of an entire 16-week semester at a large public research university. The study focused on four main variables: student autonomy in choosing a project topic, their motivational orientation, student ownership of the project, and the interest in the project topic. Achievement Goal Orientation theory became the theoretical framework for the study. Student motivational orientation, defined as mastery or performance goal orientation, was measured by an Achievement Goal Orientation Questionnaire. Student ownership was measured using an original instrument, Ownership Measurement Questionnaire, designed and tested by the researchers. Repeated measures yoked design, ANOVA, ANCOVA, and multivariate regression analysis were implemented in the study. Qualitative analysis was used to complement and verify quantitative results. It has been found that student autonomy in the project choice did not make a significant impact on their motivational orientation, while their initial interest in the project topic did. The latter was found to be related to students' ownership of the project, which was found to lead to improved mastery goal orientation. These findings indicate that incorporating project-based learning in science teaching may lead to increased student mastery goal orientation, and may result in improved science learning.

Academic self-efficacy mediates the effects of school psychological climate on academic achievement.

PubMed

Høigaard, Rune; Kovač, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

2015-03-01

This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth- and tenth- grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested.

Competence, achievement goals, motivational climate, and pleasant psychobiosocial states in youth sport.

PubMed

Bortoli, Laura; Bertollo, Maurizio; Comani, Silvia; Robazza, Claudio

2011-01-01

We examined the three-way interactions among competence (actual and perceived), individuals' dispositional goal orientation (task/ego), and perceived sport motivational climate (mastery/performance) in the prediction of pleasant psychobiosocial states (i.e. emotion, cognition, motivation, bodily reaction, movement, performance, and communication) as conceptualized by the Individual Zones of Optimal Functioning model. The sample consisted of 320 Italian youths (160 girls and 160 boys) aged 13-14 years who were involved in individual or team sports. The assessment included a perceived competence scale, a goal orientation questionnaire, a motivational climate inventory, and pleasant psychobiosocial descriptors. An actual competence scale was also administered to coaches asking them to assess their youngsters. Moderated hierarchical regression analysis showed that perceived competence, actual competence, and task orientation were the strongest predictors of pleasant psychobiosocial states. Moreover, actual competence and perceived competence interacted in different ways with dispositional goal orientations and motivational climate perceptions in the prediction of psychobiosocial states. It is therefore recommended that both constructs be included in motivational research.

Structured self-reflection as a tool to enhance perceived performance and maintain effort in adult recreational salsa dancers

USDA-ARS?s Scientific Manuscript database

The purpose of this study was to determine if the use of structured self-reflection in community dance classes would influence achievement goal orientations, levels of intrinsic motivation, or perceived dance performance. The Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Intrinsic...

Motivation and emotion predict medical students' attention to computer-based feedback.

PubMed

Naismith, Laura M; Lajoie, Susanne P

2017-12-14

Students cannot learn from feedback unless they pay attention to it. This study investigated relationships between the personal factors of achievement goal orientations, achievement emotions, and attention to feedback in BioWorld, a computer environment for learning clinical reasoning. Novice medical students (N = 28) completed questionnaires to measure their achievement goal orientations and then thought aloud while solving three endocrinology patient cases and reviewing corresponding expert solutions. Questionnaires administered after each case measured participants' experiences of five feedback emotions: pride, relief, joy, shame, and anger. Attention to individual text segments of the expert solutions was modelled using logistic regression and the method of generalized estimating equations. Participants did not attend to all of the feedback that was available to them. Performance-avoidance goals and shame positively predicted attention to feedback, and performance-approach goals and relief negatively predicted attention to feedback. Aspects of how the feedback was displayed also influenced participants' attention. Findings are discussed in terms of their implications for educational theory as well as the design and use of computer learning environments in medical education.

What to Do when Feeling Bored?: Students' Strategies for Coping with Boredom

ERIC Educational Resources Information Center

Nett, Ulrike E.; Goetz, Thomas; Daniels, Lia M.

2010-01-01

The goal of this study was to explore different strategies for coping with boredom. A questionnaire was developed targeting two dimensions of coping, namely approach versus avoidance oriented coping and cognitive versus behavioral oriented coping. First, based on the responses of 976 students (51% female) from grades 5 to 10, the structure of the…

On the nature of motivational orientations: implications of assessed goals and gender differences for motivational goal theory.

PubMed

Alonso-Tapia, Jesús; Huertas, Juan A; Ruiz, Miguel A

2010-05-01

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

Medical student changes in self-regulated learning during the transition to the clinical environment.

PubMed

Cho, Kenneth K; Marjadi, Brahm; Langendyk, Vicki; Hu, Wendy

2017-03-21

Self-regulated learning (SRL), which is learners' ability to proactively select and use different strategies to reach learning goals, is associated with academic and clinical success and life-long learning. SRL does not develop automatically in the clinical environment and its development during the preclinical to clinical learning transition has not been quantitatively studied. Our study aims to fill this gap by measuring SRL in medical students during the transitional period and examining its contributing factors. Medical students were invited to complete a questionnaire at the commencement of their first clinical year (T0), and 10 weeks later (T1). The questionnaire included the Motivated Strategies for Learning Questionnaire (MSLQ) and asked about previous clinical experience. Information about the student's background, demographic characteristics and first clinical rotation were also gathered. Of 118 students invited to participate, complete paired responses were obtained from 72 medical students (response rate 61%). At T1, extrinsic goal orientation increased and was associated with gender (males were more likely to increase extrinsic goal orientation) and type of first attachment (critical care and community based attachments, compared to hospital ward based attachments). Metacognitive self-regulation decreased at T1 and was negatively associated with previous clinical experience. Measurable changes in self-regulated learning occur during the transition from preclinical learning to clinical immersion, particularly in the domains of extrinsic goal orientation and metacognitive self-regulation. Self-determination theory offers possible explanations for this finding which have practical implications and point the way to future research. In addition, interventions to promote metacognition before the clinical immersion may assist in preserving SRL during the transition and thus promote life-long learning skills in preparation for real-world practice.

An international comparison study of pharmacy students' achievement goals and their relationship to assessment type and scores.

PubMed

Alrakaf, Saleh; Anderson, Claire; Coulman, Sion A; John, Dai N; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2015-04-25

To identify pharmacy students' preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. This study is the first of its kind to examine pharmacy students' achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge.

An International Comparison Study of Pharmacy Students’ Achievement Goals and their Relationship to Assessment Type and Scores

PubMed Central

Anderson, Claire; Coulman, Sion A.; John, Dai N.; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2015-01-01

Objective: To identify pharmacy students’ preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. Methods: The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Results: Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. Conclusion: This study is the first of its kind to examine pharmacy students’ achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge. PMID:25995510

Gender, level of participation, and type of sport: differences in achievement goal orientation and attributional style.

PubMed

Hanrahan, Stephanie J; Cerin, Ester

2009-07-01

Findings regarding gender differences in achievement goal orientations and attributional style have been somewhat inconsistent. One possible explanation for varied findings is that potentially confounding variables such as level of participation and type of sport have not been considered. Athletes (108 males and 164 females) from team and individual sports, competing at recreational and competitive levels, completed the Task and Ego Orientation in Sport Questionnaire, the Sport Attributional Style Scale, and a demographic questionnaire. Athletes competing in individual sports had a higher ego orientation than those from team sports, and females scored higher in task orientation than males. Individual sport athletes made more internal, stable, and global, and less externally controllable attributions for positive events, and more internal attributions for negative events than team sport athletes. Competitive female athletes made less global attributions for positive events than did recreational female athletes. This difference was not observed in male athletes. Competitive individual, but not team, athletes made less global attributions than recreational individual athletes. The significant interactions regarding globality suggest that the tradition in sport psychology attribution research to focus solely on internality, stability, and controllability may be inadequate. From an applied perspective, sport psychologists and coaches may find it beneficial to target individual sport athletes and males for interventions designed to enhance task orientation. Similarly, team sport athletes may be appropriate as a focus for attribution retraining programs.

Perceptual-cognitive skills and performance in orienteering.

PubMed

Guzmán, José F; Pablos, Ana M; Pablos, Carlos

2008-08-01

The goal was analysis of the perceptual-cognitive skills associated with sport performance in orienteering in a sample of 22 elite and 17 nonelite runners. Variables considered were memory, basic orienteering techniques, map reading, symbol knowledge, map-terrain-map identification, and spatial organisation. A computerised questionnaire was developed to measure the variables. The reliability of the test (agreement between experts) was 90%. Findings suggested that competence in performing basic orienteering techniques efficiently was a key variable differentiating between the elite and the nonelite athletes. The results are discussed in comparison with previous studies.

Self-determination and goal orientation in track and field.

PubMed

Chin, Ngien-Siong; Khoo, Selina; Low, Wah-Yun

2012-06-01

This study investigated gender, age group and locality differences in adolescent athletes' self-determination motivation and goal orientations in track and field. It also examined the relationship between the self-determination theory and achievement goal theory. A total of 632 (349 boys, 283 girls) adolescent athletes (aged 13-18 years) completed the Sports Motivation Scale and Task and Ego Orientation in Sport Questionnaire. Results indicated significant differences between gender on intrinsic motivation, extrinsic motivation, amotivation (t(630) = 4.10, p < 0.05) and ego orientation (t(630) = 2.48, p < 0.05). Male students reported higher intrinsic motivation, extrinsic motivation, amotivation and ego orientation. A significant difference was found between age groups on task orientation (t(630) = 1.94, p < 0.05) and locality on ego orientation (t(630) = 1.94, p < 0.05). Older athletes showed significantly higher task orientation. Rural athletes had higher ego orientation whereas urban athletes have higher intrinsic motivation. Task orientation was related to intrinsic motivation (r = 0.55, p < 0.01), extrinsic motivation (r = 0.55, p < 0.01), but weakly related to amotivation (r = 0.10, p < 0.01). Ego orientation was related to intrinsic motivation (r = 0.30, p < 0.01), extrinsic motivation (r = 0.36, p < 0.01) and amotivaion (r = 0.36, p < 0.01). Task orientation was related to ego orientation (r = 0.29, p < 0.01). Multiple regression analysis showed intrinsic motivation, extrinsic motivation and amotivation accounted for 30.5% of the variances in task orientation.

Self-Determination and Goal Orientation in Track and Field

PubMed Central

Chin, Ngien-Siong; Khoo, Selina; Low, Wah-Yun

2012-01-01

This study investigated gender, age group and locality differences in adolescent athletes’ self-determination motivation and goal orientations in track and field. It also examined the relationship between the self-determination theory and achievement goal theory. A total of 632 (349 boys, 283 girls) adolescent athletes (aged 13–18 years) completed the Sports Motivation Scale and Task and Ego Orientation in Sport Questionnaire. Results indicated significant differences between gender on intrinsic motivation, extrinsic motivation, amotivation (t(630) = 4.10, p < 0.05) and ego orientation (t(630) = 2.48, p < 0.05). Male students reported higher intrinsic motivation, extrinsic motivation, amotivation and ego orientation. A significant difference was found between age groups on task orientation (t(630) = 1.94, p < 0.05) and locality on ego orientation (t(630) = 1.94, p < 0.05). Older athletes showed significantly higher task orientation. Rural athletes had higher ego orientation whereas urban athletes have higher intrinsic motivation. Task orientation was related to intrinsic motivation (r = 0.55, p < 0.01), extrinsic motivation (r = 0.55, p < 0.01), but weakly related to amotivation (r = 0.10, p < 0.01). Ego orientation was related to intrinsic motivation (r = 0.30, p < 0.01), extrinsic motivation (r = 0.36, p < 0.01) and amotivaion (r = 0.36, p < 0.01). Task orientation was related to ego orientation (r = 0.29, p < 0.01). Multiple regression analysis showed intrinsic motivation, extrinsic motivation and amotivation accounted for 30.5% of the variances in task orientation. PMID:23486244

School Motivation Questionnaire for the Portuguese population: structure and psychometric studies.

PubMed

Cordeiro, Pedro Miguel Gomes; Figueira, Ana Paula Couceiro; da Silva, José Tomás; Matos, Lennia

2012-11-01

It is presented the structure and psychometric studies of the "School Motivation Questionnaire". The SMQ is a self-report questionnaire with 101 items, organized in sixteen scales that measure the students' goal orientations, the perceived classroom goal structures, the perceived teacher's autonomy support and the use of learning strategies. Twelve scales are adapted from the "Learning Climate Questionnaire", "Perceptions of Instrumentality" and "Cuestionário a Estudiantes". Four scales and five additional items are created new. The psychometric studies rely on a convenience sample consisting of 9th and 12th grade students (N = 485) of Portuguese schools. The factorial and construct validity, verified through several exploratory factorial analyses to the data, presents a final solution of six factors, labelled Strategies (F1), Teacher Extrinsic Goals (F2), Student Extrinsic Goals, Externally Regulated (F3) Teacher Intrinsic Goals (F4), Student Extrinsic Goals, Internally Regulated (F5), and Student Intrinsic Goals (F6). The six-factor solution explains a significant variance of the scale results (53.95%). Good coefficients of internal consistency are obtained for all factors, never below (.858; F6). In sum there is strong evidence to support the multi-dimensionality of SMQ, upholding that the data obtained is exploratory and applies for future validation studies.

An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

PubMed

Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

2012-03-01

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

Goal orientations and sport motivation, differences between the athletes of competitive and non-competitive rhythmic gymnastics.

PubMed

Koumpoula, M; Tsopani, D; Flessas, K; Chairopoulou, C

2011-09-01

The present study examines the sport motivation and the goal orientations in the competitive and non-competitive structure of rhythmic gymnastics. Participation of individuals in one or the other structure of the sport differs in line with the goals they want to achieve and possibly also with respect to the factors that impulse them to take part in one or the other. The purpose of this study is to examine how individuals who participate in different structures of the sport of rhythmic gymnastics differentiate with regard to the type of motivation (intrinsic, extrinsic, amotivation) and goal orientations. The study involved 98 young female rhythmic gymnastics athletes (aged 14 years and up), out of which 40 were athletes of competitive clubs or members of national teams, and 58 were athletes of non-competitive clubs. For the evaluation of motivation and goal orientations the following tools were used: the Sport Motivation Scale (SMS) and the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Descriptive and inductive statistical data analysis was conducted. The results showed that the athletes of the non-competitive structure presented higher levels of introjected regulation (extrinsic motivation), amotivation and lower levels of ego orientation (P<0.05). Rhythmic gymnastics athletes' (regardless of the structure of the sport) presented high level in task orientation while the high levels of task orientation is positively associated with high levels of intrinsic motivation regardless of the levels of ego orientation. The intrinsic motivation of athletes participating in rhythmic gymnastics runs at high levels. The amotivation of rhythmic gymnastics athletes' is a phenomenon which is also presented in the the non-competitive sport structure. It is important that the two different structures of sports be determined with accurate criteria.

General self-concept and life satisfaction for boys with differing levels of physical coordination: the role of goal orientations and leisure participation.

PubMed

Poulsen, Anne A; Ziviani, Jenny M; Cuskelly, Monica

2006-12-01

Participation in leisure-time activities, self-concept perceptions and individual dispositional goal orientations were examined as mediators of relationships between physical coordination and self-evaluations of life satisfaction and general self-concept for 173 boys aged 10-13 years. Participants completed seven-day activity diaries and 12-month retrospective recall questionnaires recording participation in leisure-time activities. Self-report measures of self-concept, global life satisfaction and dispositional goal orientations were also completed. Results showed that boys with moderate to severe physical coordination difficulties had significantly lower self-concept perceptions of physical ability and appearance, peer and parent relations and general self-concept, as well as lower life satisfaction than boys with medium to high levels of physical coordination. The relationships between boys' physical coordination and their self-perceptions of life satisfaction and general self-concept were significantly influenced by individual self-concept appraisals of physical ability and appearance, peer and parent relations. Adopting task-oriented goals was found to positively change the relationship between physical coordination and both general self-concept and life satisfaction. Team sport participation positively mediated the relationship between physical coordination and life satisfaction. The potential for team sport participation and adoption of task-oriented goals to influence life satisfaction for boys with differing levels of physical coordination was discussed.

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

NASA Astrophysics Data System (ADS)

Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

2013-11-01

Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing their lessons. For the creation of such a learning environment, teachers can design open-ended inquiry activities in which students have opportunities to take responsibility, reflect on their views, and accomplish challenging tasks.

Modern psychometrics for assessing achievement goal orientation: a Rasch analysis.

PubMed

Muis, Krista R; Winne, Philip H; Edwards, Ordene V

2009-09-01

A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. We conducted traditional psychometric and modern Rasch-model analyses of the Achievement Goals Questionnaire (AGQ, Elliot & McGregor, 2001) and the Patterns of Adaptive Learning Scale (PALS, Midgley et al., 2000) to provide an in-depth analysis of the two most popular instruments in educational psychology. For Study 1, 217 undergraduate students enrolled in educational psychology courses participated. Thirty-four were male and 181 were female (two did not respond). Participants completed the AGQ in the context of their educational psychology class. For Study 2, 126 undergraduate students enrolled in educational psychology courses participated. Thirty were male and 95 were female (one did not respond). Participants completed the PALS in the context of their educational psychology class. Traditional psychometric assessments of the AGQ and PALS replicated previous studies. For both, reliability estimates ranged from good to very good for raw subscale scores and fit for the models of goal orientations were good. Based on traditional psychometrics, the AGQ and PALS are valid and reliable indicators of achievement goals. Rasch analyses revealed that estimates of reliability for items were very good but respondent ability estimates varied from poor to good for both the AGQ and PALS. These findings indicate that items validly and reliably reflect a group's aggregate goal orientation, but using either instrument to characterize an individual's goal orientation is hazardous.

Goal orientations, motivational climate, and prosocial and antisocial behaviour in youth football: exploring their temporal stability and reciprocal relationships.

PubMed

Sage, Luke D; Kavussanu, Maria

2008-05-01

In this study, we examined the temporal stability and reciprocal relationships among task and ego orientation, task- and ego-involving climates, and prosocial and antisocial behaviour in youth football. Male (n = 156) and female (n = 24) footballers (mean age 14.1 years, s = 1.8) completed questionnaires towards the beginning and end of a regular season. Questionnaires measured goal orientation, perceived motivational climate, and frequency of prosocial and antisocial behaviours. Structural equation modelling indicated moderate covariance stability between the beginning and end of the season. Subsequent analyses revealed a significant decrease only in perceptions of task-involving climate. In the cross-lagged analyses, prosocial behaviour at the beginning of the season positively predicted task-involving climate at the end of the season. Antisocial behaviour at the beginning of the season positively predicted both ego orientation and ego-involving climate at the end of the season and a reciprocal relationship was revealed whereby ego orientation at the beginning of the season positively predicted antisocial behaviour at the end of the season. Task orientation at the beginning of the season negatively predicted ego-involving climate at the end of the season. All cross-lagged relationships were weak. This exploratory study offers limited support for bi-directional relationships between personal, environmental, and behavioural variables but provides useful insight into the covariance stability, change, and interrelationships between motivational and moral constructs over a competitive season.

Measuring subjective resilience despite adversity due to family, peers and teachers.

PubMed

Alonso-Tapia, Jesús; Nieto, Carmen; Ruíz, Miguel A

2013-01-01

The objective of this study is to develop and validate a scale of subjective resilience for students 12-17 years old. Items covered adverse situations due to parents', peers' and teachers' actions. The validation process included the analysis on the generalizability of the factor structure and of relationships of resilience scores with different kinds of protective and vulnerability factors -goal orientations and learning-oriented classroom motivational climate (CMC)-. A total of 471 students answered four questionnaires. Confirmatory factor analyses, reliability analysis and correlation and regression analyses were carried out. Results showed: (a) that factor structure was well defined; (b) that resilience scale had good reliability; (c) that scores correlated as expected with protective-vulnerability factors such as goal orientations and CMC defined by teachers' teaching-patterns, and (d) that students' attribution of perceived change in resilience to teachers' work depended on the degree in which CMC was learning oriented. Theoretical and practical implications are discussed.

Goal orientation and self-efficacy in relation to memory in adulthood

PubMed Central

Hastings, Erin C.; West, Robin L.

2011-01-01

The achievement goal framework (Dweck, 1986) has been well-established in children and college-students, but has rarely been examined empirically with older adults. The current study, including younger and older adults, examined the effects of memory self-efficacy, learning goals (focusing on skill mastery over time) and performance goals (focusing on performance outcome evaluations) on memory performance. Questionnaires measured memory self-efficacy and general orientation toward learning and performance goals; free and cued recall was assessed in a subsequent telephone interview. As expected, age was negatively related and education was positively related to memory self-efficacy, and memory self-efficacy was positively related to memory, in a structural equation model. Age was also negatively related to memory performance. Results supported the positive impact of learning goals and the negative impact of performance goals on memory self-efficacy. There was no significant direct effect of learning or performance goals on memory performance; their impact occurred via their effect on memory self-efficacy. The present study supports past research suggesting that learning goals are beneficial, and performance goals are maladaptive, for self-efficacy and learning, and validates the achievement goal framework in a sample including older adults. PMID:21728891

Prediction of intention to continue sport in athlete students: A self-determination theory approach

PubMed Central

Keshtidar, Mohammad; Behzadnia, Behzad

2017-01-01

Grounded on the self-determination theory (Deci & Ryan, 1985, 2000) and achievement goals theory (Ames, 1992; Nicholls, 1989), this study via structural equation modelling, predicted intention to continue in sport from goal orientations and motivations among athlete students. 268 athlete students (Mage = 21.9), in Iranian universities completed a multi-section questionnaire tapping the targeted variables. Structural equation modelling (SEM) offered an overall support for the proposed model. The results showed that there are positive relationships between intention to continue in sport and both orientations as well as both motivations. A task-involving orientation emerged as a positive predictor of the autonomous motivation, while an ego-involving orientation was a positive predictor controlled motivation as well as autonomous motivation. The results also support positive paths between autonomous motivation and future intention to participate in sport. Autonomous motivation also was a positive mediator in relationship between task orientation and the intentions. As a conclusion, the implications of the task-involving orientation are discussabled in the light of its importance for the quality and potential maintenance of sport involvement among athlete students. PMID:28178308

Prediction of intention to continue sport in athlete students: A self-determination theory approach.

PubMed

Keshtidar, Mohammad; Behzadnia, Behzad

2017-01-01

Grounded on the self-determination theory (Deci & Ryan, 1985, 2000) and achievement goals theory (Ames, 1992; Nicholls, 1989), this study via structural equation modelling, predicted intention to continue in sport from goal orientations and motivations among athlete students. 268 athlete students (Mage = 21.9), in Iranian universities completed a multi-section questionnaire tapping the targeted variables. Structural equation modelling (SEM) offered an overall support for the proposed model. The results showed that there are positive relationships between intention to continue in sport and both orientations as well as both motivations. A task-involving orientation emerged as a positive predictor of the autonomous motivation, while an ego-involving orientation was a positive predictor controlled motivation as well as autonomous motivation. The results also support positive paths between autonomous motivation and future intention to participate in sport. Autonomous motivation also was a positive mediator in relationship between task orientation and the intentions. As a conclusion, the implications of the task-involving orientation are discussabled in the light of its importance for the quality and potential maintenance of sport involvement among athlete students.

Development and validity of the Emotion and Motivation Self-regulation Questionnaire (EMSR-Q).

PubMed

Alonso-Tapia, Jesús; Panadero Calderón, Ernesto; Díaz Ruiz, Miguel A

2014-07-15

This study has two objectives, first, to develop and validate the "Emotion and Motivation Self-regulation Questionnaire" (EMSR-Q), and second, to analyze (in the context of the questionnaire validation process) the relationships between self-regulation styles (SRS) rooted in goal orientations, and classroom motivational climate (CMC). A total of 664 Secondary Education students from Madrid (Spain) formed the sample of the study. It was divided randomly in two groups to perform confirmatory factor analysis and to cross-validate the results. Both analyses supported a five first-order factor structure, organized around two second-order factors, "Learning self-regulation style" (LSR) and "Avoidance self-regulation style" (ASR): (χ 2 /df = 2.71; GFI = .89; IFI = .84; CFI = .84; RMSEA = .07). Hypotheses concerning the relationships between SRS, goal orientations and expectancies are supported by additional correlation and factor analyses. Moreover, several regression analyses supported for the most part of the remaining hypotheses concerning the role of self-regulation styles as predictors of classroom motivational climate (CMC) perception, of change in self-regulation attributed to teacher work, and of students' satisfaction with this same work. Theoretical and practical implications are discussed.

Motivational predictors of prosocial and antisocial behaviour in football.

PubMed

Kavussanu, Maria

2006-06-01

This study examined (a) the main and interactive effects of goal orientations and perceived motivational climate on prosocial and antisocial behaviour, and (b) whether number of seasons one has played for the team interacts with motivational climate in predicting prosocial and antisocial behaviour in association football. Participants were 325 male association football players, whose age ranged from 12 to 17 years. Athletes completed questionnaires measuring frequency of prosocial and antisocial behaviours in football, goal orientation, motivational climate and social desirability, and indicated the number of seasons they had played for their current team. Regression analyses revealed that task orientation and mastery climate were positive predictors of prosocial behaviour, whereas ego orientation and performance climate were positive predictors of antisocial behaviour. In addition, task orientation negatively predicted antisocial behaviour, while ego orientation negatively predicted prosocial behaviour. No significant interactions between task and ego orientation and mastery and performance motivational climate were found. Finally, mastery climate negatively predicted antisocial behaviour for those who had played many seasons for the team. In conclusion, strengthening task orientation and mastery climate and weakening ego orientation may enhance prosocial behaviour. However, for antisocial conduct to be eliminated from the context of association football, ego orientation and performance climate need to be tempered, as these constructs exert unique independent effects on antisocial behaviour.

Study of relationship between the organizational structure and market orientation from the viewpoint of nurse managers.

PubMed

Bahadori, Mohammadkarim; Yaghoubi, Maryam; Javadi, Marzieh; Rahimi, Zahreh Agha

2015-01-01

Considering globalization of health care and quality improvement trend to respond to competition and customer orientation, attention to organizational structure and its relationship with market orientation is essential. Therefore, this study reviews the relationship between organizational structure and market orientation in selected hospitals of Isfahan (Iran). This study was a descriptive survey. The study population comprised nurse managers from selected hospitals (n = 80). Data collection tools were two questionnaires (market orientation questionnaire and organizational structure) that the validity and reliability were confirmed (r = 0.83 for market orientation questionnaire and r = 0.87 for organizational structure). SPSS (Ver. 16) software was used for the analyses. The mean score of organizational structure was 65.4 (11.2) and total mean of market orientation was 51.14 (17.6). All aspects of the organizational structure (Organization Centralization, Formalization in Organization, and Organization Complication) and market orientation (responding to competition, accountability, customer satisfaction, intelligent organization)-except by responding to clients with Formalization in Organization-as well as all aspects of the Systemic attitude (the system of internal coordination and communication systems_ and market orientation (responding to competition, accountability, customer satisfaction, intelligent organization), there was a meaningful relationship (P < 0.05). Market orientation and its dimensions have a significant relationship with organizational structure and can lead managers' view to the analysis and recognizing elements of success and achievement to goals. With increasing competition in markets, globalization of health services, and presence in international markets and more attention to patients' satisfaction, hospitals need to understand and use of market orientation in order to promote quality and services in the health care system.

Study of relationship between the organizational structure and market orientation from the viewpoint of nurse managers

PubMed Central

Bahadori, Mohammadkarim; Yaghoubi, Maryam; Javadi, Marzieh; Rahimi, Zahreh Agha

2015-01-01

Background: Considering globalization of health care and quality improvement trend to respond to competition and customer orientation, attention to organizational structure and its relationship with market orientation is essential. Therefore, this study reviews the relationship between organizational structure and market orientation in selected hospitals of Isfahan (Iran). Materials and Methods: This study was a descriptive survey. The study population comprised nurse managers from selected hospitals (n = 80). Data collection tools were two questionnaires (market orientation questionnaire and organizational structure) that the validity and reliability were confirmed (r = 0.83 for market orientation questionnaire and r = 0.87 for organizational structure). SPSS (Ver. 16) software was used for the analyses. Results: The mean score of organizational structure was 65.4 (11.2) and total mean of market orientation was 51.14 (17.6). All aspects of the organizational structure (Organization Centralization, Formalization in Organization, and Organization Complication) and market orientation (responding to competition, accountability, customer satisfaction, intelligent organization)—except by responding to clients with Formalization in Organization—as well as all aspects of the Systemic attitude (the system of internal coordination and communication systems_ and market orientation (responding to competition, accountability, customer satisfaction, intelligent organization), there was a meaningful relationship (P < 0.05). Conclusion: Market orientation and its dimensions have a significant relationship with organizational structure and can lead managers’ view to the analysis and recognizing elements of success and achievement to goals. With increasing competition in markets, globalization of health services, and presence in international markets and more attention to patients’ satisfaction, hospitals need to understand and use of market orientation in order to promote quality and services in the health care system. PMID:25861660

Can Teachers Motivate Students to Learn?

ERIC Educational Resources Information Center

Thoonen, Erik E. J.; Sleegers, Peter J. C.; Peetsma, Thea T. D.; Oort, Frans J.

2011-01-01

Research on motivation has mainly concentrated on the role of goal orientation and self-evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers' teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well-being, academic…

Motivational and social cognitive predictors of doping intentions in elite sports: an integrated approach.

PubMed

Barkoukis, V; Lazuras, L; Tsorbatzoudis, H; Rodafinos, A

2013-10-01

Doping use is an important issue in both competitive and non-competitive sports, and poses potentially irreversible health consequences to users. Scholars increasingly call for theory-driven studies on the psychosocial processes underlying doping use that will inform subsequent policy-making and prevention interventions. The aim of the study was to implement an integrative theoretical model to assess the direct and indirect effects of motivational variables, moral orientations, and social cognitions on doping intentions. A randomly selected and representative sample of 750 elite athletes anonymously completed a battery of questionnaires on motivational and moral constructs, and social cognitions related to doping. Hierarchical linear regression analysis and multiple mediation modeling were used. The effects of achievement goals and moral orientations were significantly mediated by attitudinal, normative, and self-efficacy beliefs, in both lifetime ever and never doping users. Moral orientations indirectly predicted the doping intentions of never users, but did not predict ever users' doping intentions. Achievement goals and sportspersonship orientations influence doping intentions indirectly, through the effects of attitudes and self-efficacy beliefs. Sportspersonship (moral) orientations were relevant to doping intentions among athletes with no prior experiences with doping, while achievement goals and situational temptation were relevant to both lifetime never and ever dopers. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Relationship between Goal Orientations, Motivational Climate and Selfreported Discipline in Physical Education

PubMed Central

Moreno-Murcia, Juan A.; Sicilia, Alvaro; Cervelló, Eduardo; Huéscar, Elisa; Dumitru, Delia C.

2011-01-01

The purpose of this study was to test a motivational model on the links between situational and dispositional motivation and self-reported indiscipline/discipline based on the achievement goals theory. The model postulates that a task-involving motivational climate facilitates self-reported discipline, either directly or mediated by task orientation. In contrast, an ego-involving motivational climate favors self-reported indiscipline, either directly or by means of ego orientation. An additional purpose was to examine gender differences according to the motivational model proposed. Children (n = 565) from a large Spanish metropolitan school district were participants in this study and completed questionnaires assessing goal orientations, motivational climates and self-reported discipline. The results from the analysis of structural equation model showed the direct effect of motivational climates on self-reported discipline and provided support to the model. Furthermore, the gender differences found in self-reported discipline were associated with the differences found in the students’ dispositional and situational motivation pursuant to the model tested. The implications of these results with regard to teaching instructional actions in physical education classes are discussed. Key points A task-involving motivational climate predicts self-reported discipline behaviors, either directly or mediated by task orientation. An ego-involving motivational climate favors self-reported undisciplined, either directly or mediated by ego orientation. A significant gender difference was found in the motivational disposition perceived climate and self-reported discipline. PMID:24149304

Looking for Students' Personal Characteristics Predicting Study Outcome

ERIC Educational Resources Information Center

Van Bragt, Cyrille A. C.; Bakx, Anouke W. E. A.; Bergen, Theo C. M.; Croon, Marcel A.

2011-01-01

The central goal of this study is to clarify to what degree former education and students' personal characteristics (the "Big Five personality characteristics", personal orientations on learning and students' study approach) may predict study outcome (required credits and study continuance). Analysis of the data gathered through questionnaires of…

Relationships between Parenting Styles and the Academic Performance of Adolescents

ERIC Educational Resources Information Center

Rivers, Jewrell; Mullis, Ann K.; Fortner, Lauren A.; Mullis, Ronald L.

2012-01-01

Relationships between parenting styles, academic performance, and the mediating effects of motivation, goal orientation, and self-efficacy were examined. One hundred forty-eight high school students participated, including 58 males and 90 females. The Parenting Style/Parental Involvement Questionnaire was used to measure students' perceptions of…

Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

ERIC Educational Resources Information Center

Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

2015-01-01

This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…

Exploring competitive orientation in a group of athletes participating in the 1996 paralympic trials.

PubMed

Page, S J

2000-10-01

The purposes of this study were to test (1) whether athletes with congenital disabilities exhibited different competitive orientations than athletes with disabilities acquired during their lifespans and (2) whether male athletes with disabilities exhibited different competitive orientations than their female peers. 54 paraplegic, quadriplegic and amputee athletes competing in the 1996 Paralympic Track and Field Trials completed the Sport Orientation Questionnaire. No mean differences were found between men and women, athletes with different onsets of their disabilities across the lifespan, between adolescents and adults, and between athletes with different severity classifications on the Goal orientation, Competitiveness, and Desire to win scales. Larger studies are encouraged to examine competitive orientation, as well as scores on tests specifically constructed to be administered to athletes with disabilities.

The effect of parental education, prior achievement, self-efficacy, goal orientation, and effort on undergraduate science performance of Latinos and Caucasians

NASA Astrophysics Data System (ADS)

Stansbury, Sydney Lynn

Compared with majority students, underrepresented minorities have demonstrated weaker undergraduate science performance. Previous research has attributed the weaker performance to socioeconomic factors that influence poorer precollege preparation. Studies also have found that, compared with majority students, underrepresented minorities are less confident about their science skills and more interested in extrinsic rewards of science careers. Social Cognitive Theory posits that low self-efficacy coupled with high extrinsic goal orientation diminishes cognitive engagement, resulting in weak performance. Applying motivational characteristics of underrepresented minority students to a Social Cognitive Model may explain why their performance is weaker than that of Caucasians. Thus, the purpose of this study was to investigate the degree to which motivation variables account for the difference between underrepresented minority and majority students' undergraduate science performance. The study was conducted at a large, predominantly Caucasian, private university located in an urban setting in the Southwest. Two hundred twenty-two students--154 Caucasians and 68 Latinos--enrolled in a general chemistry course participated. Students were administered the Motivation for Learning Questionnaire, designed specifically for this study, consisting of scales measuring the following variables: ethnicity, level of parental education, and effort exertion; self-efficacy, effort regulation, intrinsic goal orientation, and extrinsic goal orientation, measures from the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991); and ability orientation, a measure from the Patterns of Adaptive Learning Survey (Midgley, Maehr, & Urdan, 1995). Financial aid information, chemistry and math placement test scores, and chemistry grades were obtained from other on-campus departments. Results demonstrated that the hypotheses were only partially confirmed by the model. Motivation variables did account for a portion of the variance in performance, but not in the ways predicted. Increasing the number of subjects in each group and adding the following variables to the model would clarify the role that motivation plays in performance: realistic self-appraisal; perceived competition; and elaboration, organization, and rehearsal strategies. Based on results, the following interventions were recommended to increase undergraduate science performance: assessment in realistic self-appraisal of science skills; instruction in elaboration and organization strategies; and encouragement of intrinsic interest in science.

Presenting the Students’ Academic Achievement Causal Model based on Goal Orientation

PubMed Central

NASIRI, EBRAHIM; POUR-SAFAR, ALI; TAHERI, MAHDOKHT; SEDIGHI PASHAKY, ABDULLAH; ASADI LOUYEH, ATAOLLAH

2017-01-01

Introduction: Several factors play a role in academic achievement, individual's excellence and capability to do actions and tasks that the learner is in charge of in learning areas. The main goal of this study was to present academic achievement causal model based on the dimensions of goal orientation and learning approaches among the students of Medical Science and Dentistry courses in Guilan University of Medical Sciences in 2013. Methods: This study is based on a cross-sectional model. The participants included 175 first and second students of the Medical and Dentistry schools in Guilan University of Medical Sciences selected by random cluster sampling [121 persons (69%) Medical Basic Science students and 54 (30.9%) Dentistry students]. The measurement tool included the Goal Orientation Scale of Bouffard and Study Process Questionnaire of Biggs) and the students’ Grade Point Average. The study data were analyzed using Pearson correlation coefficient and structural equations modeling. SPSS 14 and Amos were used to analyze the data. Results: The results indicated a significant relationship between goal orientation and learning strategies (P<0.05). In addition, the results revealed that a significant relationship exists between learning strategies[Deep Learning (r=0.37, P<0.05), Surface Learning (r=-0.21,P<0.05)], and academic achievement.The suggested model of research is fitted to the data of the research. Conclusion: Results showed that the students' academic achievement model fits with experimental data, so it can be used in learning principles which lead to students’ achievement in learning. PMID:28979914

Causal relationships of sport and exercise involvement with goal orientations, perceived competence and intrinsic motivation in physical education: a longitudinal study.

PubMed

Papaioannou, Athanasios; Bebetsos, Evaggelos; Theodorakis, Yannis; Christodoulidis, Triantafyllos; Kouli, Olga

2006-04-01

Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 - 5 weeks into the academic year, 3 - 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 - 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence.

Cultural invariance of goal orientation and self-efficacy in New Zealand: Relations with achievement.

PubMed

Meissel, Kane; Rubie-Davies, Christine M

2016-03-01

There is substantial evidence indicating that various psychological processes are affected by cultural context, but such research is comparatively nascent within New Zealand. As there are four large cultural groups in New Zealand, representing an intersection of individualist, collectivist, indigenous, colonial, and immigrant cultures, New Zealand is an important context in which to investigate the role of culture in such processes. This study investigated goal orientation and self-efficacy beliefs among students of different cultural backgrounds in New Zealand, associations between motivational beliefs and achievement, and whether any relations differed by cultural background. Participants were 2,210 students attending three intermediate schools. Participants responded to a questionnaire at the beginning of the school year to evaluate self-efficacy for mathematics and mastery and performance goal orientation. Participants also completed a standardized mathematics achievement test at the beginning and end of the year. The factor structure was sufficiently invariant by cultural group, but with statistically significant differences in average level of endorsement. Self-efficacy for mathematics predicted marginally higher end-of-year achievement after controlling for beginning-of-year achievement, with a stronger relationship for Māori and Pasifika, but no statistically significant relationship with achievement among Asian students. The questionnaire used was a valid instrument for the four main cultural groups in New Zealand. Differences were found in motivation levels, and Māori and Pasifika were more affected by their self-reported self-efficacy. Teachers may be able to raise students' self-beliefs by conveying high expectations for these students, potentially supporting higher academic outcomes. © 2015 The British Psychological Society.

Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

PubMed

Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G

2012-06-01

There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.

Basic Values, Career Orientations, and Career Anchors: Empirical Investigation of Relationships

PubMed Central

Abessolo, Marc; Rossier, Jérôme; Hirschi, Andreas

2017-01-01

In today's dynamic and uncertain career context, values play an important role for career choice and lifelong career self-management. Values are desirable goals that are sought by individuals to satisfy their needs and are important for understanding career orientations in terms of protean and boundaryless career orientations and career anchors. However, how career orientations or career anchors fit into a well-established and supported model and into the structure of basic human values remains an important and under-investigated question. The aim of this study was to use Schwartz's model of structural values to empirically explore the relationships and structural correspondences among basic values, career orientations, and career anchors. A heterogeneous sample of 238 employees from French-speaking Switzerland (Mage = 35.60, SD = 13.03) completed the Portrait Values Questionnaire (PVQ5X), the Protean and Boundaryless Career Attitudes Scales (PCAS, BCAS), and the Career Orientation Inventory (COI) via an anonymous and confidential survey questionnaire. The results showed that it was possible to meaningfully position both career orientations and career anchors in Schwartz's values structure. The protean and boundaryless career orientations were positively related to Schwartz's basic values that emphasized openness to change and career anchors meaningfully followed the motivational continuum of these basic values. Overall, the overlap among the basic values, career orientations, and career anchors appeared relatively important, suggesting that these basic values, orientations, and anchors should be considered simultaneously to understand and address the factors and processes underlying individuals' career choices and paths. PMID:28955275

Basic Values, Career Orientations, and Career Anchors: Empirical Investigation of Relationships.

PubMed

Abessolo, Marc; Rossier, Jérôme; Hirschi, Andreas

2017-01-01

In today's dynamic and uncertain career context, values play an important role for career choice and lifelong career self-management. Values are desirable goals that are sought by individuals to satisfy their needs and are important for understanding career orientations in terms of protean and boundaryless career orientations and career anchors. However, how career orientations or career anchors fit into a well-established and supported model and into the structure of basic human values remains an important and under-investigated question. The aim of this study was to use Schwartz's model of structural values to empirically explore the relationships and structural correspondences among basic values, career orientations, and career anchors. A heterogeneous sample of 238 employees from French-speaking Switzerland (Mage = 35.60, SD = 13.03) completed the Portrait Values Questionnaire (PVQ5X), the Protean and Boundaryless Career Attitudes Scales (PCAS, BCAS), and the Career Orientation Inventory (COI) via an anonymous and confidential survey questionnaire. The results showed that it was possible to meaningfully position both career orientations and career anchors in Schwartz's values structure. The protean and boundaryless career orientations were positively related to Schwartz's basic values that emphasized openness to change and career anchors meaningfully followed the motivational continuum of these basic values. Overall, the overlap among the basic values, career orientations, and career anchors appeared relatively important, suggesting that these basic values, orientations, and anchors should be considered simultaneously to understand and address the factors and processes underlying individuals' career choices and paths.

Coping as a building mechanism to explain the unique association of affect and goal motivation with changes in affective states.

PubMed

Blouin-Hudon, Eve-Marie C; Gaudreau, Patrick; Gareau, Alexandre

2016-09-01

In this study, we examined the mediating role of university students' coping strategies in the unique/additive influence of affective states and goal motivation on upward changes in affect during a midterm exam period. Using a short-term prospective design, key assumptions from the self-concordance model and the broaden-and-build theory were drawn upon to determine whether coping strategies are influenced by goal motivation and affective states, while also subsequently influencing short-term changes in affective states during a semester. A sample of 272 students (79% females and 21% males) participated in a study in which they completed questionnaires twice during the semester. Results of structural equation modeling, using a true latent change approach, have generally supported our hypotheses. Positive affective states and autonomous goal motivation prospectively predicted task-oriented coping which, in turn, was associated with increases in positive affect. Negative affective states and controlled goal motivation prospectively predicted disengagement-oriented coping which, in turn, was associated with increases in negative affect. Coping partially mediates the unique association of affect and goal motivation with changes in affective states of university students.

Analysis of self-determined motivation in basketball players through goal orientations.

PubMed

Gómez-López, Manuel; Granero-Gallegos, Antonio; Abraldes, J Arturo; Rodríguez-Suárez, Nuria

2013-09-01

The purpose of this study was twofold. Firstly to examine the relations between the different constructs that defines Nicholls' Achievement Goal Theory and Deci and Ryan's self-determination theory. Secondly to analyse the differences that exist between them with respect to the socio-demographic variables gender and age. A sample of 292 federated basketball players from the Region of Murcia (Spain) with ages between 14 and 18 years old was used. In addition, Castilian versions of The Perception of Success Questionnaire (POSQ) and the Sports Motivational Scale (SMS) were administered. Three statistical analyses were employed, a descriptive analysis, a correlation analysis and a regression analysis. The results showed a positive relation between ego orientation, extrinsic motivation and amotivation. The motivational relations between both theories and the differences with respect to gender and age are discussed. We have found out that mainly gender and also age differences are strong predictors of ego orientation, extrinsic motivation of external regulation and amotivation. We can also confirm that extrinsic motivation of external regulation positively predicts ego orientation and a decrease of task orientation. The results ratify the use of the Spanish version of the SMS to measure different types of motivation within the sports context.

Health Psychological Constructs as Predictors of Doping Susceptibility in Adolescent Athletes

PubMed Central

Blank, Cornelia; Schobersberger, Wolfgang; Leichtfried, Veronika; Duschek, Stefan

2016-01-01

Background Doping is a highly relevant problem in sport, even in adolescent athletes. Knowledge of the psychological factors that influence doping susceptibility in young elite athletes remains sparse. Objectives This study investigated the predictive potential of different health-psychological constructs and well-being on doping susceptibility. The main hypotheses to be tested were positive associations of fear of failure, external locus of control, and ego-oriented goal orientation as well as negative associations of confidence of success, task orientation, internal locus of control, and performance motivation with doping susceptibility. Low levels of well-being are furthermore expected to be associated with doping susceptibility. Methods Within this cross-sectional study, 1,265 Austrian junior athletes aged between 14 and 19 years responded to a paper-pencil questionnaire. Results Performance motivation was a negative, while depressive mood, self-esteem, fear of failure and ego-oriented goal orientation were positive predictors of doping susceptibility. In addition, participants who were offered performance enhancing substances in the past were particularly susceptible to doping. Conclusions The study corroborates the predictive value of classical psychological constructs in doping research, initially analyzed in view of adult athletes, also for adolescents’ doping susceptibility. PMID:28144408

Goal orientation and well-being in college athletes: The importance of athletic social connectedness.

PubMed

Wayment, Heidi A; Walters, Andrew Schrack

2017-11-01

The present study examined the ability of an interpersonal construct called athletic connectedness to mediate the relationship between task and ego goal orientations and well-being. We operationalised athletic social connectedness as a sense of social belonging and sense of connection with teammates. We hypothesised that athletic social connectedness would be positively associated with task goals, negatively associated with ego goals, and would at least partially mediate the relationship between achievement goals and well-being. We administered questionnaires to female (N = 106; mean age = 20.47, SD = 1.12) and male (N = 100; mean age = 20.95, SD = 1.21) NCAA Division III college athletes. We tested our hypothesised model using structural equation modelling, which included testing a measurement model that specified four latent variables and then comparing the estimates generated by our hypothesised model with our data. We also tested three alternative models and found our hypothesised model to fit best. As predicted, there were significant indirect effects of task and ego motivation on well-being through athletic connectedness, demonstrating formal evidence of mediation. The r 2 coefficient indicated that the model explained 30% of the variance in well-being, a moderate effect size (Cohen, 1988). Discussion focuses on the importance of considering interpersonal constructs as a way to improve our understanding of relationship between task and ego goal orientations to well-being in athletes.

Influence of Psychosocial Classroom Environment on Students' Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach

NASA Astrophysics Data System (ADS)

Velayutham, Sunitadevi; Aldridge, Jill M.

2013-04-01

The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students' self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. Structural Equation Modeling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students' self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students' motivation and self-regulation in science learning.

Motivations for Providing a Secure Base: Links with Attachment Orientation and Secure Base Support Behavior

PubMed Central

Feeney, Brooke C.; Collins, Nancy L.; Van Vleet, Meredith; Tomlinson, Jennifer

2015-01-01

This investigation examined the importance of underlying motivations in predicting secure base support behavior, as well as the extent to which support motivations are predicted by individual differences in attachment orientation. Participants were 189 married couples who participated in two laboratory sessions: During a questionnaire session, couples completed assessments of their underlying motivations for providing, and for not providing, support for their partner's exploration (i.e., goal-strivings), as well as assessments of their typical secure base support behavior. In an observational session, couples engaged in a discussion of one member's personal goals, during which the partner's secure base support was assessed. Results revealed a variety of distinct motivations for providing, and for not providing, secure base support to one's partner, as well as theoretically expected links between these motivations and both secure base behavior and attachment orientation. This work establishes motivations as important mechanisms that underlie the effective or ineffective provision of relational support. PMID:23581972

Teachers' goal orientations: Effects on classroom goal structures and emotions.

PubMed

Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C

2017-03-01

Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.

The correlation between achievement goals, learning strategies, and motivation in medical students.

PubMed

Kim, Sun; Hur, Yera; Park, Joo Hyun

2014-03-01

The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

Life goals of people with disabilities due to neurological disorders.

PubMed

Sivaraman Nair, K P; Wade, Derick T

2003-08-01

To identify the life goals of people with long-term neurological disabilities and to correlate them with measures of disability. Cross-sectional descriptive study. Centre for continuing disability management Patients with static or progressive neurological disorders. Survey using questionnaires and disability scales. Life goals were identified with a life goals questionnaire. Subjects were also assessed using the Barthel Index, Rivermead Extended Activities of Daily Living Index, Rivermead Mobility Index, Short Orientation Memory Concentration test and Hospital Anxiety and Depression Scale. Ninety-three subjects participated in the study. The frequency with which goals were chosen as extremely important was: family 64; personal care 59; residential arrangements 58; partner 53; social contacts 30; financial status 29; leisure 26; religion 22; and work 19. Positive correlation was noted between stated importance of: personal care and independence in ADL; work and independence; partner and cognitive ability; religion and age; and financial status and anxiety. There was negative correlation between grades of personal care and depression, work and age, residential arrangements and RMI, and social contact and anxiety and depression. Depressed patients rated fewer goals as being of extreme importance. People with disabilities attach great significance to relationships and personal care. Grades of life goals correlated with measures of disability, cognition and emotion.

Sport-related achievement motivation and alcohol outcomes: an athlete-specific risk factor among intercollegiate athletes.

PubMed

Weaver, Cameron C; Martens, Matthew P; Cadigan, Jennifer M; Takamatsu, Stephanie K; Treloar, Hayley R; Pedersen, Eric R

2013-12-01

Intercollegiate athletes report greater alcohol consumption and more alcohol-related problems than their non-athlete peers. Although college athletes share many of the same problems faced by non-athletes, there are some consequences that are unique to athletes. Studies have demonstrated that alcohol negatively affects athletic performance including increased dehydration, impeded muscle recovery, and increased risk for injury. Beyond risk factors for alcohol misuse that may affect college students in general, research has begun to examine risk factors that are unique to collegiate athletes. For example, research has found that off-season status, the leadership role, and athlete-specific drinking motives are associated with increased alcohol use. Given these findings, it is possible that other athlete-specific variables influence alcohol misuse. One such variable may be sport achievement orientation. The purpose of the current study was to examine the relationship between sport achievement orientation and alcohol outcomes. Given previous research regarding seasonal status and gender, these variables were examined as moderators. Varsity athletes (n=263) completed the Sport Orientation Questionnaire, which assesses sport-related achievement orientation on three scales (Competitiveness, Win Orientation, and Goal Orientation). In addition, participants completed measures of alcohol use and alcohol-related problems. Results indicated that Competitiveness, Win Orientation, and Goal Orientation were all significantly associated with alcohol use, but not alcohol-related problems. Moreover, these relationships were moderated by seasonal status and gender. These interactions, clinical implications, and limitations are discussed. © 2013.

Sport-Related Achievement Motivation and Alcohol Outcomes: An Athlete-Specific Risk Factor among Intercollegiate Athletes

PubMed Central

Weaver, Cameron C.; Martens, Matthew P.; Cadigan, Jennifer M.; Takamatsu, Stephanie K.; Treloar, Hayley R.; Pedersen, Eric R.

2014-01-01

Intercollegiate athletes report greater alcohol consumption and more alcohol-related problems than their non-athlete peers. Although college athletes share many of the same problems faced by non-athletes, there are some consequences that are unique to athletes. Studies have demonstrated that alcohol negatively affects athletic performance including increased dehydration, impeded muscle recovery, and increased risk for injury. Beyond risk factors for alcohol misuse that may affect college students in general, research has begun to examine risk factors that are unique to collegiate athletes. For example, research has found that off-season status, the leadership role, and athlete-specific drinking motives are associated with increased alcohol use. Given these findings, it is possible that other athlete-specific variables influence alcohol misuse. One such variable may be sport achievement orientation. The purpose of the current study was to examine the relationship between sport achievement orientation and alcohol outcomes. Given previous research regarding seasonal status and gender, these variables were examined as moderators. Varsity athletes (n = 263) completed the Sport Orientation Questionnaire, which assesses sport-related achievement orientation on three scales (Competitiveness, Win Orientation, and Goal Orientation). In addition, participants completed measures of alcohol use and alcohol-related problems. Results indicated that Competitiveness, Win Orientation, and Goal Orientation were all significantly associated with alcohol use, but not alcohol-related problems. Moreover, these relationships were moderated by seasonal status and gender. These interactions, clinical implications, and limitations are discussed. PMID:24064192

The role of different types of instrumentality in motivation, study strategies, and performance: know why you learn, so you'll know what you learn!

PubMed

Simons, Joke; Dewitte, Siegfried; Lens, Willy

2004-09-01

Two theories in the field of motivation and achievement, namely the future time perspective theory and goal theory, result in conflicting recommendations for enhancing students' motivation, because of their differential emphasis on the task at hand and on the future consequences of a task. We will present a framework consisting of four types of instrumentality that combines both perspectives. The implications of those different types for goal orientation, motivation, cognitive strategies, study habits and performance are investigated. Participants were a group of 184 first-year nurse students with ages ranging from 18 to 45 years. Questionnaires were administered that measured instrumentality, goal orientation, motivation, deep and surface level learning strategies, study habits, and a manipulation check. At the end of the year, exam scores were collected. The results showed that different types of instrumentality are related differently to the motivational, cognitive and achievement measures. Being internally regulated and perceiving the utility of the courses resulted both in a more adaptive goal orientation and higher intrinsic motivation, which led to the use of more adaptive cognitive strategies and to better study habits, which ultimately enhanced performance. Linking performance to extrinsic rewards and not seeing the utility of the course for the future yielded the opposite pattern. Type of instrumentality has indeed a differential influence on motivational, cognitive, and behavioural variables.

Health for all--interpretation of meaning by newly qualified general and staff certified nurses.

PubMed

Ndlovu, R J

1991-06-01

Zimbabwe adopted P.H.C. approach in 1980 in order to provide equitable distribution of health services and to achieve H.F.A. In 1985 new Nursing education curriculae were introduced to orient student nurses and their teachers to this approach. Between 1986 and 1990 a study was conducted in which 416 newly qualified General and State Certified Nurses answered a comprehensive questionnaire relating to how the nurse training programme prepared them for their work. One question from the self administered questionnaire required them to state their interpretation of H.F.A. and indicate whether they believed that such a goal was achievable by the year 2000. Over 50 pc of respondents from the new curriculae interpreted H.F.A. as physical and financial accessibility of health services and that this goal was not achievable by the year 2000. The interpretation by candidates from the old curriculae was divided among four concepts and over 50% of the respondents believed that the goal was achievable by the target date.

Motives for physical exercise participation as a basis for the development of patient-oriented exercise interventions in osteoarthritis: a cross-sectional study.

PubMed

Krauss, Inga; Katzmarek, Uwe; Rieger, Monika A; Sudeck, Gorden

2017-08-01

Physical exercises are effective in the treatment of osteoarthritis (OA). There is consensus that exercise interventions should take into account the patient's preferences and needs in order to improve compliance to exercise regimes. One important personal factor is the patient's motivation for physical exercise. Health improvement is a relevant motive for exercise participation. Accordingly, exercise interventions primarily focus on health related needs such as strengthening and pain reduction. However exercising provides further many-faceted incentives that may foster exercise adherence. The present study aimed to characterize target groups for person-tailored exercise interventions in OA according to the International Classification of Functioning and Disability and Health (ICF). Target groups should be classified by similar individual exercise participation motive profiles and further described by their disease-related symptoms, limitations and psychological determinants of exercise behavior. Observational study via self-administered questionnaires. Community. We enrolled 292 adults with hip/knee OA living independently of assistance. Participants completed the Bernese Motive and Goal Inventory in Leisure and Health Sports (BMZI), the Hannover Functional Ability Questionnaire for Osteoarthritis, the WOMAC-Index (pain/stiffness), the General Self-efficacy Scale and a questionnaire on perceived barriers to exercise participation. The BMZI-scales served as active variables for cluster analysis (Ward's method), other scales were used as passive variables to further describe the identified clusters. Four clusters were defined using five exercise participation motives: health, body/appearance, esthetics, nature, and contact. Based on the identified motive profiles the target groups are labelled health-focused sports people; sporty, nature-oriented individualists; functionalists primarily motivated by maintaining or improving health through exercise; and nature-oriented, health-conscious exercisers. This study contributes to the development of person-oriented exercise recommendations with a special regard to motives for exercise participation. This study delineates four phenotypes with distinctive profiles of facilitators and barriers to exercise behavior. Key aspects of person-oriented exercise interventions could be defined according to each phenotype. Incentives related to physical exercise such as enjoyment, contact, or natural environment may encourage compliance to an exercise intervention. Goal setting in the context of OA rehabilitation should therefore not only refer to health-oriented reasons but also reconsider individual motives for exercise participation.

Who wants feedback? An investigation of the variables influencing residents' feedback-seeking behavior in relation to night shifts.

PubMed

Teunissen, Pim W; Stapel, Diederik A; van der Vleuten, Cees; Scherpbier, Albert; Boor, Klarke; Scheele, Fedde

2009-07-01

The literature on feedback in clinical medical education has predominantly treated trainees as passive recipients. Past research has focused on how clinical supervisors can use feedback to improve a trainee's performance. On the basis of research in social and organizational psychology, the authors reconceptualized residents as active seekers of feedback. They investigated what individual and situational variables influence residents' feedback-seeking behavior on night shifts. Early in 2008, the authors sent obstetrics-gynecology residents in the Netherlands--both those in their first two years of graduate training and those gaining experience between undergraduate and graduate training--a questionnaire that assessed four predictor variables (learning and performance goal orientation, and instrumental and supportive leadership), two mediator variables (perceived feedback benefits and costs), and two outcome variables (frequency of feedback inquiry and monitoring). They used structural equation modeling software to test a hypothesized model of relationships between variables. The response rate was 76.5%. Results showed that residents who perceive more feedback benefits report a higher frequency of feedback inquiry and monitoring. More perceived feedback costs result mainly in more feedback monitoring. Residents with a higher learning goal orientation perceive more feedback benefits and fewer costs. Residents with a higher performance goal orientation perceive more feedback costs. Supportive physicians lead residents to perceive more feedback benefits and fewer costs. This study showed that some residents actively seek feedback. Residents' feedback-seeking behavior partially depends on attending physicians' supervisory style. Residents' goal orientations influence their perceptions of the benefits and costs of feedback-seeking.

Relationships among values, achievement orientations, and attitudes in youth sport.

PubMed

Lee, Martin J; Whitehead, Jean; Ntoumanis, Nikos; Hatzigeorgiadis, Antonis

2008-10-01

This research examines the value-expressive function of attitudes and achievement goal theory in predicting moral attitudes. In Study 1, the Youth Sport Values Questionnaire (YSVQ; Lee, Whitehead, & Balchin, 2000) was modified to measure moral, competence, and status values. In Study 2, structural equation modeling on data from 549 competitors (317 males, 232 females) aged 12-15 years showed that moral and competence values predicted prosocial attitudes, whereas moral (negatively) and status values (positively) predicted antisocial attitudes. Competence and status values predicted task and ego orientation, respectively, and task and ego orientation partially mediated the effect of competence values on prosocial attitudes and of status values on antisocial attitudes, respectively. The role of sport values is discussed, and new research directions are proposed.

Leadership styles in nursing management: preferred and perceived.

PubMed

Sellgren, Stina; Ekvall, Göran; Tomson, Göran

2006-07-01

The aim was to explore nursing leadership regarding what nurse managers and subordinates see as important and to explore subordinates' opinions of their nurse manager's performance in reality. Background The manager's style can be fundamental for subordinates' acceptance of change and in motivating them to achieve stated visions and goals and high quality of care. Nurse managers (n=77) and 10 of each included nurse manager's subordinates received a questionnaire to assess 'preferred' leadership behaviour in three dimensions: change, production and employee/relation orientations. The same questionnaire was used to assess subordinates' opinions of their manager's leadership behaviour. There are statistically significant differences in opinions of preferred leadership between managers and subordinates, especially related to production and relation orientation. The subordinates' perception of real leadership behaviour has lower mean values than their preferred leadership behaviour in all three dimensions. Subordinates prefer managers with more clearly expressed leadership behaviour than managers themselves prefer and demonstrate.

Training demands on clerk burnout: determining whether achievement goal motivation orientations matter.

PubMed

Lin, Chia-Der; Lin, Blossom Yen-Ju

2016-08-22

In the education field, learning experiences are considered learners' properties and are viewed as a key determinant in explaining learners' learning processes, especially for training novices such as clerks with varying levels of commitment to the medical profession. This study explored whether clerks' achievement goal motivation orientations might buffer the negative well-being to a certain extent, considering their training demands during clinical training. Ninety-four clerks at a tertiary medical center were longitudinally traced during their 2-year clerkship spanning from September 2013 to April 2015. Web-based, validated, structured, self-administered questionnaires were used to evaluate the clerks' properties of achievement goal motivation orientation and personal background at the beginning of the clerkship. Regular surveys were conducted to evaluate their perceptions of training demands and burnout at each specialty rotation. Overall, 2230 responses were analyzed, and linear mixed-effects models were used to examine the repeated measures of the clerks. The results revealed that higher perceived psychological and physical demands of training were related to higher perceived burnout during the 2-year clerkship. Although both the clerks' task and ego orientations were related to reduced burnout (direct effects), only task orientation was indicated to exert a buffering effect on their perception of physical demands on burnout in the 1st year of the clerkship. Considering the negative effects of training demands (psychological and physical), we observed a limited effect of the task achievement motivation orientation of medical students; therefore, additional studies might focus on strategies to facilitate medical students in clerkships in addressing both the psychological and physical demands inherent in training workplaces to improve their learning experience and well-being.

Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation.

PubMed

Levontin, Liat; Bardi, Anat

2018-04-01

Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

Peer relationships in adolescent competitive soccer: associations to perceived motivational climate, achievement goals and perfectionism.

PubMed

Ommundsen, Yngvar; Roberts, Glyn C; Lemyre, Pierre-Nicolas; Miller, Blake W

2005-09-01

The aim of this study was to examine the relationship between the perceived motivational climate, achievement goals, perfectionism and indices of peer relationships in a sample of young male and female Norwegian soccer players. The sample consisted of 1719 experienced soccer players (1231 males, 488 females) aged 12-19 years (mean = 14.9 years) participating in the Norway Cup international youth soccer competition. The players responded to a questionnaire measuring perceived peer acceptance and quality of friendship in soccer, perceived motivational climate, achievement goals and perfectionism in soccer. Canonical correlation analyses revealed that young female players who perceived the motivational climate as predominantly mastery oriented, and who were moderately task oriented and scored negatively on maladaptive perfectionism, reported better relations with their peers in soccer. Constructive peer relations were evident in that they scored positively on companionship with their best friend in soccer; they perceived this friend as being loyal and allowing of free discussion, and they reported being socially accepted by their peers in soccer. Mirroring these findings, young male players who perceived the motivational climate as predominantly performance oriented, who had a moderately negative score on task orientation but a quite strong positive score on maladaptive perfectionism, reported negative relationships with peers in terms of these aspects. They also reported being in conflict with their best soccer friend. The findings suggest that the qualities of motivation have a systematic relationship with peer acceptance and the quality of friendship in male and female youth soccer.

Development of Academic Goal Orientation Inventory for Senior Secondary School Students of Kerala

ERIC Educational Resources Information Center

Gafoor, K. Abdul; Abidha, Kurukkan

2015-01-01

Research interest in achievement motivation and its correlates has grown in recent years. Though there are thousands of studies on goal orientation, the number of instruments to identify goal orientation based on four-fold model viz., performance approach goal orientation (PAP), performance avoidance goal orientation (PAV), mastery approach goal…

Better understanding work unit goal orientation: Its emergence and impact under different types of work unit structure.

PubMed

Dragoni, Lisa; Kuenzi, Maribeth

2012-09-01

With a multisource sample comprising 1,150 employees and 230 supervisors, we investigate the effect of leader goal orientation on leader's perceptions of unit performance. We propose that a leader's goal orientation indirectly impacts performance perceptions via the shared achievement goal adopted within the unit (i.e., unit goal orientation). Further, we hypothesize that the presence and impact of unit goal orientation depend on the work unit structure. We find general support for this moderated mediation model, with the strongest evidence being associated with the learning and prove dimensions of goal orientation.

Engagement and Creation of Professional Identity in Undergraduate Nursing Students: A Convention-Style Orientation Event.

PubMed

Burkhardt, Melanie Sue; Gower, Shelley; Flavell, Helen; Taplin, John

2015-12-01

In an innovative event that challenged traditional orientation programs, the Curtin University School of Nursing and Midwifery brought together nursing students, academic and student support staff, and health industry representatives. This unique whole-of-school convention consisted of sessions tailored to each student year group and aimed to promote nursing identity, highlight leadership opportunities, and showcase employer pathways. To evaluate the event, a survey approach was used to collect quantitative data via questionnaire and qualitative data via open-ended questions from first-year students (n = 113), staff (n = 24), and industry representatives (n = 14). Students, staff, and industry evaluations indicated a successful event that achieved its goals, including student engagement and motivation and community building. This orientation model could be used as a basis for institution-wide engagement activities. Copyright 2015, SLACK Incorporated.

Examining the Effects of Self-reported Posttraumatic Stress Disorder Symptoms and Positive Relations With Others on Self-regulated Learning for Student Service Members/Veterans.

PubMed

Ness, Bryan M; Middleton, Michael J; Hildebrandt, Michael J

2015-01-01

To examine the relationships between self-reported posttraumatic stress disorder (PTSD) symptoms, perceived positive relations with others, self-regulation strategy use, and academic motivation among student service members/veterans (SSM/V) enrolled in postsecondary education. SSM/V (N = 214), defined as veterans, active duty, or National Guard/Reservists of the US military, enrolled at 5 different institutions in Fall 2012. Data were collected using an online questionnaire that included standardized measures of PTSD symptoms, perceived quality of personal relations, academic self-regulation strategy use, and academic motivation. PTSD symptoms were associated with lower self-efficacy for learning and maladaptive academic goal orientation. Additionally, PTSD symptoms were associated with lower effort regulation (ie, persistence) during academic work. Endorsement of more positive relations moderated the deleterious relationship between PTSD symptoms and maladaptive goal orientation. The results suggest that postsecondary personnel adopt a social-cognitive framework to develop social, mental health, and academic supports for SSM/V with PTSD.

[Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies].

PubMed

Miki, Kaori; Yamauchi, Hirotsugu

2005-08-01

We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.

Hong Kong Teacher Education Students' Goal Orientations and Their Relationship to Perceived Parenting Styles

ERIC Educational Resources Information Center

Chan, Kwok-Wai; Chan, Siu-Mui

2007-01-01

The study examined goal orientations, perceived parenting styles, and their relationships in a sample of Hong Kong teacher education students. It was found that students adopted both learning and performance goals but tended to be more performance goal-oriented. Females were more performance goal-oriented than males. As well, students perceived…

[Role expectations of various professional groups in the operating theatre].

PubMed

Gfrörer, R; Bernard, U; Schaper, C; Bauer, M; Schüpfer, G K

2007-11-01

Clearly defined professional roles have the advantage that team members know what they are expected to do and what their expectations of other professional groups are. For the definition of roles a distinct number of interactions between persons are a prerequisite. In a typical operations room (OR) team members are not constantly involved and are often exchanged. Interactions between personnel are not strong enough to fulfil the designing process of role shaping. In this study the possible substitution of defined roles by a distinct professional culture in an OR was studied. Using a shortened form of the SYMLOG questionnaire, 179 persons working in the ORs of 2 Swiss hospitals were interviewed. The three main professional groups in the OR setting were represented in this cohort: anaesthesia personnel (physicians and nurses), surgeons and operating room technicians and nurses. The SYMLOG questionnaire allows the rating of sympathy, influence and goal orientation of the professional groups. Surgeons and anaesthetists had the strongest influence and higher ratings for goal orientation. In comparison, the influence of members of the nursing profession was less valued. All three professional groups rated themselves higher than in the perception of the other professional groups. It is concluded that in this analysis the role definition was not clear. Optimization is therefore possible which could reduce conflict potential and contribute to a higher productivity.

Relations between Classroom Goal Structures and Students' Goal Orientations in Mathematics Classes: When Is a Mastery Goal Structure Adaptive?

ERIC Educational Resources Information Center

Skaalvik, Einar M.; Federici, Roger A.

2016-01-01

The purpose of this study was to test possible interactions between mastery and performance goal structures in mathematics classrooms when predicting students' goal orientations. More specifically, we tested if the degree of performance goal structure moderated the associations between mastery goal structure and students' goal orientations.…

Promotion of Students' Mastery Goal Orientations: Does TARGET Work?

ERIC Educational Resources Information Center

Lüftenegger, Marko; van de Schoot, Rens; Schober, Barbara; Finsterwald, Monika; Spiel, Christiane

2014-01-01

Achievement goal orientations are important for students' ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students' mastery goal orientation. The TARGET framework is one example of these…

Perceived importance of weight training to selected NCAA Division III men and women student-athletes.

PubMed

Poiss, Candice C; Sullivan, Patricia A; Paup, Donald C; Westerman, Beverly J

2004-02-01

The purpose of this study was to examine differences in perception of the importance of weight training as a part of general and sport-specific training for selected collegiate men and women student-athletes. Subjects included 139 men and 165 women varsity National Collegiate Athletic Association Division III student-athletes who participated in the following sports: baseball, basketball, field hockey, football, lacrosse, soccer, softball, swimming, tennis, track & field, or volleyball. Men student-athletes were significantly more likely to consider weight training essential to their general and sport-specific training than women student-athletes, as measured by the Training Information Survey. Additionally, men student-athletes were found to be significantly more competitive and win-oriented than women student-athletes (p < 0.001) as measured by the Sport Orientation Questionnaire, which is consistent with previous research. Results also showed that only highly goal-oriented student-athletes perceived weight training as: (a) important to both men and women and (b) having both feminine and masculine traits. It was concluded that significant gender differences exist in the perceived importance of weight training and that the constructs of competitiveness, win and goal orientation, may influence a student-athlete's perception of the importance of weight training. Coaches of both men and women student-athletes must teach that weight training is important for female and male student-athletes.

Self-regulation: from goal orientation to job performance.

PubMed

Porath, Christine L; Bateman, Thomas S

2006-01-01

The authors investigated the effects on job performance of 3 forms of goal orientation and 4 self-regulation (SR) tactics. In a longitudinal field study with salespeople, learning and performance-prove goal orientation predicted subsequent sales performance, whereas performance-avoid goal orientation negatively predicted sales performance. The SR tactics functioned as mediating variables between learning and performance-prove goal orientations and performance. Social competence and proactive behavior directly and positively predicted sales performance, and emotional control negatively predicted performance. (c) 2006 APA, all rights reserved.

Sport-Related Identities and the "Toxic Jock"

PubMed

Miller, Kathleen E

2009-01-01

Little attention has been paid to the multidimensional nature of athletic involvement, which includes identity formation as well as participation in sports activities. Five hundred eighty-one sport-involved undergraduate students completed a questionnaire assessing their sport-related identities, goal orientations, primary sport ratings, and conformity to masculine norms. F-tested mean comparisons and hierarchical linear regressions were used to explore the characteristics associated with two distinct sport-related identities ("athletes" and "jocks"). Jock identity was associated with an ego-oriented approach to sports (men only), whereas athlete identity was associated with a task-oriented approach (both genders). Jock identity was positively associated with conformity to masculine norms, particularly for men, whereas athlete identity was positively associated with some masculine norms (i.e., Winning) and negatively associated with others (i.e., Playboy). These findings help to identify the correlates of a "toxic Jock" identity that may signal elevated risk for health-compromising behavior.

Sport-Related Identities and the “Toxic Jock”

PubMed Central

Miller, Kathleen E.

2010-01-01

Little attention has been paid to the multidimensional nature of athletic involvement, which includes identity formation as well as participation in sports activities. Five hundred eighty-one sport-involved undergraduate students completed a questionnaire assessing their sport-related identities, goal orientations, primary sport ratings, and conformity to masculine norms. F-tested mean comparisons and hierarchical linear regressions were used to explore the characteristics associated with two distinct sport-related identities (“athletes” and “jocks”). Jock identity was associated with an ego-oriented approach to sports (men only), whereas athlete identity was associated with a task-oriented approach (both genders). Jock identity was positively associated with conformity to masculine norms, particularly for men, whereas athlete identity was positively associated with some masculine norms (i.e., Winning) and negatively associated with others (i.e., Playboy). These findings help to identify the correlates of a “toxic Jock” identity that may signal elevated risk for health-compromising behavior. PMID:21643553

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

ERIC Educational Resources Information Center

Beyaztas, Dilek Ilhan; Kapti, Suzan Beyza; Hymer, Barry

2017-01-01

This study examines the views of student teachers in a Turkish university about intelligence (entity theory vs incremental theory) and goal orientation (performance goal orientation vs learning goal orientation) and the relationship between the two. Specifically, it seeks to understand whether there are any differences in participants' perceptions…

Test anxiety, perfectionism, goal orientation, and academic performance.

PubMed

Eum, KoUn; Rice, Kenneth G

2011-03-01

Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2 × 2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiety, and academic performance indicators is not known. Based on data from 134 university students, we conducted correlation and regression analyses to test associations between adaptive and maladaptive perfectionism, four types of goal orientations, cognitive test anxiety, and two indicators of academic performance: proximal cognitive performance on a word list recall test and distal academic performance in terms of grade point average. Cognitive test anxiety was inversely associated with both performance indicators, and positively associated with maladaptive perfectionism and avoidance goal orientations. Adaptive and maladaptive perfectionism accounted for significant variance in cognitive test anxiety after controlling for approach and avoidance goal orientations. Overall, nearly 50% of the variance in cognitive test anxiety could be attributed to gender, goal orientations, and perfectionism. Results suggested that students who are highly test anxious are likely to be women who endorse avoidance goal orientations and are maladaptively perfectionistic.

Adult Students' Achievement Goal Orientations and Evaluations of the Learning Environment: A Person-Centred Longitudinal Analysis

ERIC Educational Resources Information Center

Pulkka, Antti-Tuomas; Niemivirta, Markku

2013-01-01

This study focused on the stability and change in students' achievement goal orientations and whether the students' perceptions of the learning environment vary as a function of their achievement goal orientations. Participants were 169 students of the Finnish National Defense University. The students' goal orientations and their evaluations of…

Members Matter in Team Training: Multilevel and Longitudinal Relationships between Goal Orientation, Self-Regulation, and Team Outcomes

ERIC Educational Resources Information Center

Dierdorff, Erich C.; Ellington, J. Kemp

2012-01-01

Longitudinal data from 338 individuals across 64 teams in a simulation-based team-training context were used to examine the effects of dispositional goal orientation on self-regulated learning (self-efficacy and metacognition). Team goal orientation compositions, as reflected by average goal orientations of team members, were examined for…

The new generation of family physicians--career motivation, life goals and work-life balance.

PubMed

Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus; Klaghofer, Richard

2008-05-31

The present study aimed to investigate the differences between future family physicians, and physicians aspiring to other medical specialities, in terms of sociodemographic factors and variables concerning personality factors, career motivation, career success, importance of life goals and work-life balance; further, the stability in career choice of family physicians from medical school through to residency was evaluated. Data reported are from four assessments of the Swiss physicians' longitudinal career development study, begun in 2001 (T1). At T4, in 2007, 543 residents (76% of the initial sample at T1) completed a questionnaire concerning their personal and professional goals. The difference between family physicians and specialists was studied by multivariate analyses of covariance adjusted for gender. Of the study sample, 84 (17%) decided on family medicine, 66% of them as early as medical school or at the beginning of residency. Compared to specialists, more family physicians are married and more have children. Their intrinsic and extrinsic career motivation is lower, their extraprofessional concerns are greater and they rate their objective and subjective career success lower. The favoured models of work-family and work-life balance respectively are part-time oriented. Future family physicians, both females and males, are less career-oriented. The results suggest that the waning reputation of family medicine and the uncertain development of this medical discipline in the Swiss healthcare system attract less career-oriented applicants. A well-balanced integration of professional and private life is an essential goal for the new generation of doctors; this applies even more to female doctors and family physicians. Considering this trend, the question arises whether the current number of medical school graduates is sufficient to ensure the population's healthcare provision in the future.

Transition to intensive care nursing: establishing a starting point.

PubMed

Boyle, Martin; Butcher, Rand; Conyers, Vicki; Kendrick, Tina; MacNamara, Mary; Lang, Susie

2008-11-01

There is a shortage of intensive care (IC) nurses. A supported transition to IC nursing has been identified as a key strategy for recruitment and retention. In 2004 a discussion document relating to transition of IC nurses was presented to the New South Wales (NSW) Chief Nursing Officer (CNO). A workshop was held with key stakeholders and a Steering Group was established to develop a state-wide transition to IC nursing program. To survey orientation programs and educational resources and develop definitions, goals, learning objectives and clinical competencies relating to transition to IC nursing practice. A questionnaire and a draft document of definitions, target group, goals, learning objectives and clinical competencies for IC transition was distributed to 43 NSW IC units (ICUs). An iterative process of anonymous feedback and modification was undertaken to establish agreement on content. Responses were received from 29 units (return rate of 67%). The survey of educational resources indicated ICUs had access to educational support and there was evidence of a lack of a common standard or definition for "orientation" or "transition". The definitions, target group, goals and competency statements from the draft document were accepted with minor editorial change. Seventeen learning objectives or psychomotor skills were modified and an additional 19 were added to the draft as a result of the process. This work has established valid definitions, goals, learning objectives and clinical competencies that describe transition to intensive care nursing.

Goal Profiles, Mental Toughness and its Influence on Performance Outcomes among Wushu Athletes

PubMed Central

Roy, Jolly

2007-01-01

This study examined the association between goal orientations and mental toughness and its influence on performance outcomes in competition. Wushu athletes (n = 40) competing in Intervarsity championships in Malaysia completed Task and Ego Orientations in Sport Questionnaire (TEOSQ) and Psychological Performance Inventory (PPI). Using cluster analysis techniques including hierarchical methods and the non-hierarchical method (k-means cluster) to examine goal profiles, a three cluster solution emerged viz. cluster 1 - high task and moderate ego (HT/ME), cluster 2 - moderate task and low ego (MT/LE) and, cluster 3 - moderate task and moderate ego (MT/ME). Analysis of the fundamental areas of mental toughness based on goal profiles revealed that athletes in cluster 1 scored significantly higher on negative energy control than athletes in cluster 2. Further, athletes in cluster 1 also scored significantly higher on positive energy control than athletes in cluster 3. Chi-square (χ2) test revealed no significant differences among athletes with different goal profiles on performance outcomes in the competition. However, significant differences were observed between athletes (medallist and non medallist) in self- confidence (p = 0.001) and negative energy control (p = 0.042). Medallist’s scored significantly higher on self-confidence (mean = 21.82 ± 2.72) and negative energy control (mean = 19.59 ± 2.32) than the non-medallists (self confidence-mean = 18.76 ± 2.49; negative energy control mean = 18.14 ± 1.91). Key points Mental toughness can be influenced by certain goal profile combination. Athletes with successful outcomes in performance (medallist) displayed greater mental toughness. PMID:24198700

Goal Orientations of General Chemistry Students via the Achievement Goal Framework

ERIC Educational Resources Information Center

Lewis, Scott E.

2018-01-01

The Achievement Goal Framework describes students' goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success…

Assessing coach motivation: the development of the Coach Motivation Questionnaire (CMQ).

PubMed

McLean, Kristy N; Mallett, Clifford J; Newcombe, Peter

2012-04-01

The aim of this research was to develop and assess the psychometric properties of the Coach Motivation Questionnaire (CMQ). Study 1 focused on the compilation and pilot testing of potential questionnaire items. Consistent with self-determination theory, items were devised to tap into six forms of motivation: amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation. The purpose of the second study (N = 556) was to empirically examine the psychometric properties of the CMQ. Items were subjected to confirmatory factor analyses to determine the fit of the a priori model. In addition, the validity of the questionnaire was assessed through links with the theoretically related concepts of intrinsic need satisfaction, well-being, and goal orientation. Together with test-retest reliability (Study 3), these results showed preliminary support for the psychometric properties of the CMQ. Finally, using an independent sample (N = 254), the fourth study confirmed the factor structure and supports the use of the CMQ in future coaching research.

The dark side of gendered language: The masculine-generic form as a cause for self-report bias.

PubMed

Vainapel, Sigal; Shamir, Opher Y; Tenenbaum, Yulie; Gilam, Gadi

2015-12-01

Language reflects sociocultural structures, such as gender, and affects individuals' perceptions and cognitions. In gendered languages, male-inflected parts of speech are generally used for both sexes (i.e., masculine generics), thus proliferating stereotypes, inequality, and misattributions. We hypothesized that masculine-generic inflection in a questionnaire would bias women's reports compared with a gender-neutral inflection (e.g., "he or she"). We tested our prediction using an academic motivation questionnaire. We found that women reported lower task value and intrinsic goal orientation in the masculine-generic form compared with the gender-neutral form, and lower self-efficacy than men in the masculine-generic form. These findings suggest that questionnaires and surveys written in gendered languages or translated into them may contain construct-irrelevant variance that may undermine the validity of their scores' interpretations, thus risking the possibility of false conclusions. (c) 2015 APA, all rights reserved).

Development and validation of the Family Motivational Climate Questionnaire (FMC-Q).

PubMed

Alonso Tapia, Jesús; Simón Rueda, Cecilia; Asensio Fuentes, César

2013-01-01

The goal of this study was to develop and validate the Family Motivational Climate Questionnaire (FMCQ). Parental involvement (PI) affects children's academic orientations. However, PI questionnaires had not considered parenting behaviours from the perspective of motivational theories. It was therefore decided to develop the FMCQ. 570 Secondary-School students formed the sample. To validate the FMCQ, confirmatory factor analyses, reliability analysis and correlation and regression analyses were conducted. Children's attribution to parents of perceived change in motivational variables affecting achievement, were used as external criteria. Results support most of the hypotheses either related to the FMCQ structure or to its moderating role as predictor of school achievement and of attribution to parents of changes in different motivational variables --interest, effort, perceived ability, success expectancies, resilience, and satisfaction. The results underline the importance of acting on FMC-components in order to improve Children's motivation and achievement.

Teachers' Influence on Goal Orientation: Exploring the Relationship between Eighth Graders' Goal Orientation, Their Emotional Development, Their Perceptions of Learning, and Their Teachers' Instructional Strategies.

ERIC Educational Resources Information Center

Nichols, William Dee; Jones, Jeanneine P.; Hancock, Dawson R.

2003-01-01

Explores how students' perceived learning relates to emotions, motivation, and goal orientation. Finds that students significantly reported more negative emotions than positive emotions, thus indicating that the emotions of the learner were more negative, the motivation was more extrinsic and the goal orientation of the learners could be…

[Anxiety level and its determinants in rheumatoid arthritis patients].

PubMed

Mojs, Ewa; Ziarko, Michał; Kaczmarek, Łukasz; Samborski, Włodzimierz

2011-01-01

Rheumatoid arthritis (RA) is a chronic disease with many somatic, psychological and social consequences. Somatic consequences are connected mainly with increasing levels of negative emotions such as depression, anxiety and a tendency to react with anger to many daily life situations. Additionally, loss of hope has been reported as another effect of rheumatoid arthritis. The goal of the study was to describe anxiety levels and its determinants in RA patients. The study was carried out on 31 RA patients, 22 (71%) of whom were females and 9 (29%) of whom were males. The respondents were assessed with a set of questionnaires such as Spielberger's State-Trait Anxiety Inventory (STAI), Multidimensional Health Locus of Control Scale (MHLC), The Coping Inventory for Stressful Situations (CISS) and Eysenck's Personality Questionnaire - Revised (EPQ-R). We have found the relationship between anxiety as (1) a state and external locus of control - powerful others (tau-b = 0.23, p = 0.09), task - oriented style of coping (tau-b = -0.34, p = 0.01), emotion-oriented style of coping (tau-b = 0.33, p = 0.02) and neuroticism levels (tau-b = 0.29, p = 0.03) and (2) anxiety as a trait and external locus of control - powerful others (tau-b = 0.40, p = 0.01), task - oriented style of coping (tau-b = 0.36, p = 0.01), emotion-oriented style of coping (tau-b = 0.33, p = 0.02) and neuroticism levels (tau-b = 0.47, p = 0,01).

Death anxiety as a predictor of future time orientation among individuals with spinal cord injuries.

PubMed

Martz, E; Livneh, H

2003-09-16

The purpose of this study was to examine the relationship between death anxiety and future time orientation among individuals who sustained spinal cord injuries (SCI). Participants were 317 individuals with SCI, of whom 57.4% were US veterans. Data were obtained by means of mailed questionnaires and included responses to the Death Anxiety Scale (DAS), the Future Time Orientation (FTOS) measure, as well as information on participants' personal and disability-related characteristics. A hierarchical multiple regression analysis was conducted to examine the influence of a set of demographic variables, followed by a set of disability-related variables, and finally two factorially-derived measures of death anxiety (denial of death and distressed awareness of death) on future time orientation. Two disability-related variables (pain level and existence of pressure ulcers) and one of the two death anxiety measures (distressed awareness of death) significantly predicted future time orientation. A post-hoc analysis, adding depression as a predictor, was also significant, indicating that an increased level of depression uniquely contributed to a truncated future time orientation. Distressed anxiety and depression may be important factors affecting goals and plans of people with SCI. Future research should attempt to clarify the intricate relationships among negative affectivity, future time orientation, and psychosocial adaptation to SCI.

Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education

ERIC Educational Resources Information Center

Geitz, Gerry; Brinke, Desirée Joosten-ten; Kirschner, Paul A.

2015-01-01

Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable…

[Psychometric evaluation of the Coach Orientation Questionnaire with a Spanish sample of handball coaches].

PubMed

Feu, Sebastián; Ibáñez, Sergio José; Graça, Amândio; Sampaio, Jaime

2007-11-01

The purpose of this study was to develop a questionnaire to investigate volleyball coaches' orientations toward the coaching process. The study was preceded by four developmental stages in order to improve user understanding, validate the content, and refine the psychometric properties of the instrument. Participants for the reliability and validity study were 334 Spanish volleyball team coaches, 86.5% men and 13.2% women. The following 6 factors emerged from the exploratory factor analysis: team-work orientation, technological orientation, innovative orientation, dialogue orientation, directive orientation, and social climate orientation. Statistical results indicated that the instrument produced reliable and valid scores in all the obtained factors (a> .70), showing that this questionnaire is a useful tool to examine coaches' orientations towards coaching.

Motivational climate, goal orientation, perceived sport ability, and enjoyment within Finnish junior ice hockey players.

PubMed

Jaakkola, T; Ntoumanis, N; Liukkonen, J

2016-01-01

The aim of this study was to investigate the relations among situational motivational climate, dispositional approach and avoidance achievement goals, perceived sport ability, and enjoyment in Finnish male junior ice hockey players. The sample comprised 265 junior B-level male players with a mean age of 17.03 years (SD = 0.63). Players filled questionnaires tapping their perceptions of coach motivational climate, achievement goals, perceived sport ability, and enjoyment. For the statistical analysis, players were divided into high and low perceived sport ability groups. Multigroup structural equation modeling (SEM) revealed an indirect path from task-involving motivational climate via task-approach goal to enjoyment. Additionally, SEM demonstrated four other direct associations, which existed in both perceived ability groups: from ego-involving motivational climate to ego-approach and ego-avoidance goals; from ego-approach goal to ego-avoidance goal; and from task-avoidance goal to ego-avoidance goal. Additionally, in the high perceived sport ability group, there was an association from task-involving motivational climate to enjoyment. The results of this study reveal that motivational climate emphasizing effort, personal development and improvement, and achievement goal mastering tasks are significant elements of enjoyment in junior ice hockey. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Intertwined Nature of Adolescents' Social and Academic Lives: Social and Academic Goal Orientations

ERIC Educational Resources Information Center

Ben-Eliyahu, Adar; Linnenbrink-Garcia, Lisa; Putallaz, Martha

2017-01-01

The relations of academic and social goal orientations to academic and social behaviors and self-concept were investigated among academically talented adolescents (N = 1,218) attending a mastery-oriented academic residential summer program. Results supported context effects in that academic mastery goal orientations predicted academic (in-class…

AOD treatment agencies: does religious affiliation influence service delivery?

PubMed

McIlwraith, Fairlie; Kinner, Stuart A; Najman, Jake M

2011-11-01

Religious organisations have been involved in delivering alcohol and other drug (AOD) services since Australian colonial times and are a familiar presence in the AOD sector. However, there is concern in some sectors that AOD services delivered by religious organisations might be influenced by religious ideology, at the expense of evidence-based service provision. A national, cross-sectional survey of non-government AOD agencies was undertaken using a mailed questionnaire. All non-government AOD agencies in Australia, providing at least one face-to-face specialist AOD service, were invited to participate. Agency goals and activities were assessed using the Drug and Alcohol Program Treatment Inventory, which has eight distinct treatment orientations: 12-step, therapeutic community, cognitive behavioural therapy, psychodynamic, family, rehabilitation, dual diagnosis and medical. There was a high degree of uniformity in treatment orientations with religiously affiliated agencies having similar goals and activities to non-religiously affiliated agencies. Cognitive behavioural therapy was most commonly provided and 12-step the least provided. Religiously affiliated agencies were significantly more likely to favour the 12-step orientation in both goals and activities. Concerns that the religious affiliation of non-government organisations might influence AOD service delivery in Australia appear to be overstated. Factors contributing to the observed uniformity of care may include a more strategic, federal approach; and an increasing emphasis on best practice within the sector. The lack of discernable differentiation between religiously affiliated and non-religiously affiliated non-government organisations may also be attributable to changes in the way services are delivered by many religious organisations. © 2011 Australasian Professional Society on Alcohol and other Drugs.

Food consumption by young children: a function of parental feeding goals and practices.

PubMed

Kiefner-Burmeister, Allison E; Hoffmann, Debra A; Meers, Molly R; Koball, Afton M; Musher-Eizenman, Dara R

2014-03-01

Staggering health implications are associated with poor child diet. Given the importance of parents in impacting children's eating outcomes, the current study examined a theoretical framework in which both parental feeding goals and practices impact specific healthy and unhealthy child eating behaviors. Participants were 171 mothers of 3-6year old children who were diverse both socioeconomically and with regard to BMI. Mothers completed questionnaires via Mechanical Turk, an online workforce through Amazon.com. Structural Equation Modeling showed an adequate model fit in which Negative Feeding Practices (e.g., using food as a reward) mediated the relationship between Health-Related Feeding Goals (i.e., feeding children with health-oriented goals in mind) and Negative Eating Behaviors (e.g., consumption of candy and snacks). However, Negative Feeding Practices did not mediate the relationship between Health-Related Feeding Goals and Positive Eating Behaviors (i.e., fruits and vegetables). These findings suggest the important role of habitual food parenting practices in children's eating and have implications for parental health education programs. Copyright © 2013 Elsevier Ltd. All rights reserved.

Goal orientation: effects on backing up behavior, performance, efficacy, and commitment in teams.

PubMed

Porter, Christopher O L H

2005-07-01

The author examined the predictive validity of goal orientation in teams on both team process and outcome variables. Results indicate that when mean goal orientation scores were used as a way of describing team members' inputs, learning orientation was related to backing up behavior, efficacy, and commitment. The relationships between performance orientation and efficacy and commitment, however, were more complex and were clarified when task performance was also taken into account. Performance orientation had a negative effect on efficacy when task performance was low and a positive effect on commitment when task performance was high. The implications of these findings for theory and research on goal orientation in teams and team staffing are discussed. Copyright 2005 APA, all rights reserved.

Adolescents' Goal Orientations and Academic Achievement: Long-Term Relations and Gender Differences.

ERIC Educational Resources Information Center

Giota, Joanna

2002-01-01

Studied the predictability of 8 different types of goal orientations as motives for academic achievement in a sample of 7,391 13-year-old students. Findings suggest that students at this age already pursue a variety of academic and nonacademic goals and that different types of goal orientations are differentially related to achievement. (SLD)

Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

ERIC Educational Resources Information Center

Peer, Kimberly S.

2007-01-01

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…

Outperforming whom? A multilevel study of performance-prove goal orientation, performance, and the moderating role of shared team identification.

PubMed

Dietz, Bart; van Knippenberg, Daan; Hirst, Giles; Restubog, Simon Lloyd D

2015-11-01

Performance-prove goal orientation affects performance because it drives people to try to outperform others. A proper understanding of the performance-motivating potential of performance-prove goal orientation requires, however, that we consider the question of whom people desire to outperform. In a multilevel analysis of this issue, we propose that the shared team identification of a team plays an important moderating role here, directing the performance-motivating influence of performance-prove goal orientation to either the team level or the individual level of performance. A multilevel study of salespeople nested in teams supports this proposition, showing that performance-prove goal orientation motivates team performance more with higher shared team identification, whereas performance-prove goal orientation motivates individual performance more with lower shared team identification. Establishing the robustness of these findings, a second study replicates them with individual and team performance in an educational context. (c) 2015 APA, all rights reserved).

Goal orientation, self-regulation strategies, and job-seeking intensity in unemployed adults.

PubMed

Creed, Peter A; King, Vivien; Hood, Michelle; McKenzie, Robert

2009-05-01

At Time 1 (T1), the authors surveyed 277 unemployed adults using measures of human capital, goal orientation, self-regulation (emotion control, motivation control, work commitment), and job-seeking intensity. At Time 2 (T2), 4 months later, 155 participants indicated their reemployment outcomes in number of job interviews and number of job offers. Using T1 data, the authors tested the predictors of job-seeking intensity and whether self-regulation mediated between goal orientation and job-seeking intensity. Using T1 and T2 data, they tested for predictors of reemployment outcomes and whether job-seeking intensity mediated the relationship between T1 antecedent variables and the reemployment outcomes. Learning goal orientation and self-regulation predicted job-seeking intensity, and self-regulation mediated between learning goal orientation and job-seeking intensity. Job-seeking intensity did not mediate the relationship among human capital, goal orientation, and self-regulation variables and reemployment outcomes. (c) 2009 APA, all rights reserved.

A Confirmatory Factor Analytic Study of the Goal Orientation Theory of Motivation in Educational Leadership

ERIC Educational Resources Information Center

McCollum, Daniel L.; Kajs, Lawrence T.

2009-01-01

The goal orientation theory of motivation posits sets of beliefs people hold regarding their goals. The 2 x 2 model of goal orientations has received almost no attention in the domain of educational leadership. The present researchers used a confirmatory factor analysis to test a measure based on the hypothesized 2 x 2 model in educational…

Values, achievement goals, and individual-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students.

PubMed

Liem, Arief Darmanegara; Nie, Youyan

2008-10-01

This study examined how values related to achievement goals and individual-oriented and social-oriented achievement motivations among secondary school students in China (N = 355) and Indonesia (N = 356). Statistical comparisons showed the Chinese students endorsed more strongly than the Indonesian students on self-direction and hedonism values, individual-oriented achievement motivation, and mastery-approach goals. Conversely, the Indonesian students endorsed more strongly than their Chinese counterparts on security, conformity, tradition, universalism and achievement values, social-oriented achievement motivation, and performance-approach and mastery-avoidance goals. Values explained a significant amount of the variance in almost all of the dimensions of motivation. Etic and emic relationships between values and achievement motivations were found.

The Role of Goal Orientation in Leadership Development

ERIC Educational Resources Information Center

DeGeest, David; Brown, Kenneth G.

2011-01-01

Goal-orientation theory and research offer a lens to better understand the mechanisms of experiential learning in developmental assignments for managers. This study presents a research model that depicts how goal orientations influence the development of leadership skills from experience. The model indicates how individual and situational…

Stereotype threat's effect on women's achievement in chemistry: The interaction of achievement goal orientation for women in science majors

NASA Astrophysics Data System (ADS)

Conway-Klaassen, Janice Marjorie

"Stereotype threat is being at risk of confirming, as a self-characteristic, a negative stereotype about one's group" (C. M. Steele & Aronson, 1995, p. 797). A stereotype threat effect then is described as the detrimental impact on a person's performance or achievement measurements when they are placed in a stereotype threat environment. For women, the negative stereotype that exists in our culture states that women are typically not as capable as men in mathematics or science subjects. This study specifically explored the potential impact of stereotype threat on women who have chosen a science-based college major. They were tested in the domain of chemistry, which is related to mathematics and often involves high level of mathematics skills. I attempted to generate a stereotype threat in the participants through describing a chemistry challenge exam as either one that had consistently shown a gender bias against women and to create a nullification effect by describing the exam as one that had shown no gender bias in the past. In the third experimental condition acting as a control, participants received only generic instructions related to taking the test itself. The second part of this study investigated whether stereotype threat effects could impact women's achievement goal orientations. In previous studies performance avoidance goal orientations have been associated with individuals placed in a stereotype threat environment. The findings on the stereotype threat effect were not significant for the chemistry challenge test achievement scores. This may be due to several factors. One factor may be the design of the chemistry challenge test and the instructions for the test. The other factor may be the women in this study. As individuals who have chosen a science based major, they may have developed coping skills and strategies that reduced the impact of a stereotype threat. It is also possible that the testing environment itself generated an implicit stereotype type threat effect which reduced the differences among the experimental conditions. However, there were significant findings related to the participants' achievement goal orientations. Individuals in the stereotype threat condition displayed higher levels of performance avoidance, overall performance, and overall avoidance goal orientations consistent with the existing literature. Post-hoc open-ended questionnaires revealed that most participants believed that men and women were equally capable in mathematics and sciences but that they also had an awareness of the negative stereotype against women in mathematics and sciences among the public. This study supports the demonstration of stereotype threat effects on women who are enrolled in science based college majors. Although I was not able to create a stereotype threat effect on their chemistry challenge test scores, I was able to demonstrate an effect on their achievement goal orientations, which has implications for instructional design and standardized testing.

A structural equation model on the attributes of a skills enhancement program affecting clinical competence of pre-graduate nursing students.

PubMed

Rebueno, Ma Carina D R; Tiongco, Dyan Dee D; Macindo, John Rey B

2017-02-01

Clinical competence remains an issue in nursing and has received greater emphasis than academic competence. Although skill enhancement programs are recommended and beneficial, there is limited evidence on its influence on the clinical competence of pre-graduate nursing students. This study explored the attributes of a skills enhancement program that affect the perceived clinical competence of pre-graduate nursing students. A cross-sectional study was conducted in a private higher education institution in the Philippines from April to May 2016. A total of 245 pre-graduate nursing students participated and completed a three-part survey composed of the respondent's robotfoto, the Skills Enhancement Program Questionnaire, and the Clinical Competence Questionnaire. Factor analysis explicated the attributes of the skills enhancement program while structural equation modeling and path analysis analyzed the variables' relationship. Findings showed that a skills enhancement program has 4 attributes: supportive clinical instructor, comprehensive orientation, formative goals and objectives, and conducive learning environment. Although all attributes of the program positively affected clinical competence, a supportive clinical instructor had the strongest influence on all clinical competency dimensions. A skills enhancement program that has a supportive clinical instructor, comprehensive orientation, formative goals and objectives, and conducive learning environment facilitates clinical competency development among pre-graduate nursing students. This knowledge provides momentum for nursing educators to review and refine their skills and the existing design of their skills enhancement program to further develop clinical competency among pre-graduate nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Students' motivation toward feedback-seeking in the clinical workplace.

PubMed

de Jong, Lubberta H; Favier, Robert P; van der Vleuten, Cees P M; Bok, Harold G J

2017-09-01

In medical education, students are increasingly regarded as active seekers of feedback rather than passive recipients. Previous research showed that in the intentions of students to seek feedback, a learning and performance goal can be distinguished. In this study, we investigated the intentions (defined as level and orientation of motivation) of different performing students (low, average, and high performing students) to seek feedback in the clinical workplace using Self-Determination Theory. We conducted a quantitative study with students in their clinical clerkships and grouped them based on their performance. The level of motivation was measured by the number of Mini-CEXs each student collected. The orientation of motivation was measured by conducting the Academic Self-Regulation Questionnaire. We found that high performing students were more motivated and demonstrated higher self-determination compared to low performing students.

The Contributions and Prospects of Goal Orientation Theory

ERIC Educational Resources Information Center

Kaplan, Avi; Maehr, Martin L.

2007-01-01

In the last two decades, goal orientation theory has become an important perspective in the field of achievement motivation, and particularly in academic motivation. However, as research in the theory has proliferated, the use of multiple methods to assess goal orientations seems to have contributed to theoretical vagueness, especially with regard…

Perfectionism and Achievement Goal Orientations in Adolescent School Students

ERIC Educational Resources Information Center

Damian, Lavinia E.; Stoeber, Joachim; Negru, Oana; Baban, Adriana

2014-01-01

Perfectionism has been shown to predict individual differences in achievement goal orientations in university students, but research on perfectionism and goal orientations in school students is still very limited. Investigating 584 adolescent school students in a cross-sectional correlational design, the present study examined how self-oriented…

Cross-Lagged Relationships between Career Aspirations and Goal Orientation in Early Adolescents

ERIC Educational Resources Information Center

Creed, Peter; Tilbury, Clare; Buys, Nick; Crawford, Meegan

2011-01-01

We surveyed 217 students (145 girls; average age = 14.6 years) on two occasions, twelve months apart, on measures of career aspirations (job aspirations, job expectations, educational aspirations) and goal orientation (learning, performance-prove, performance-avoid), and tested the causal relationship between goal orientation and aspirations. We…

The Subjective Health Horizon Questionnaire (SHH-Q): Assessing Future Time Perspectives for Facets of an Active Lifestyle.

PubMed

Düzel, Sandra; Voelkle, Manuel C; Düzel, Emrah; Gerstorf, Denis; Drewelies, Johanna; Steinhagen-Thiessen, Elisabeth; Demuth, Ilja; Lindenberger, Ulman

2016-01-01

A wider subjective time horizon is assumed to be positively associated with longevity and vitality. In particular, a lifestyle with exposure to novel and varied information is considered beneficial for healthy cognitive aging. At present, measures that specifically assess individuals' perceived temporal extension to engage in active lifestyles in the future are not available. We introduce and validate a new self-report measure, the Subjective Health Horizon Questionnaire (SHH-Q). The SHH-Q assesses individuals' future time perspectives in relation to four interrelated but distinct lifestyle dimensions: (1) novelty-oriented exploration (Novelty), (2) bodily fitness (Body), (3) work goals (Work), and (4) goals in life (Life Goals). The present study aims at: (a) validating the hypothesized factor structure of the SHH-Q, according to which the SHH-Q consists of four interrelated but distinct subscales, and (b) testing the hypothesis that the Novelty and Body subscales of the SHH-Q show positive and selective associations with markers of cognition and somatic health, respectively. Using structural equation modeling, we analyzed data from 1,371 healthy individuals (51% women) with a mean age of 70.1 years (SD = 3.6) who participated in the Berlin Aging Study II (BASE-II) and completed the SHH-Q. As predicted, the SHH-Q formed four correlated but distinct subscales: (1) Novelty, (2) Body, (3) Work, and (4) Life Goals. Greater self-reported future novelty orientation was associated with higher current memory performance, and greater future expectations regarding bodily fitness with better current metabolic status. The SHH-Q reliably assesses individual differences in four distinct dimensions of future time perspective. Two of these dimensions, Novelty and Body, show differential associations with cognitive status and somatic health. The SHH-Q may serve as a tool to assess how different facets of future time perspective relate to somatic health, cognition, motivation, and affect, and may help to identify the socioeconomic and individual antecedents, correlates, and consequences of an active lifestyle. © 2016 S. Karger AG, Basel.

From goal motivation to goal progress: the mediating role of coping in the Self-Concordance Model.

PubMed

Gaudreau, Patrick; Carraro, Natasha; Miranda, Dave

2012-01-01

The present studies examined the mediating role of self-regulatory mechanisms in the relationship between goal motivation and goal progress in the Self-Concordance Model. First, a systematic review, using meta-analytical path analysis, supported the mediating role of effort and action planning in the positive association between autonomous goal motivation and goal progress. Second, results from two additional empirical studies, using structural equation modeling, lent credence to the mediating role of coping in the relationship between goal motivation and goal progress of university students. Autonomous goal motivation was positively associated with task-oriented coping, which predicted greater goal progress during midterm exams (Study 1, N=702) and at the end of the semester in a different sample (Study 2, N=167). Controlled goal motivation was associated with greater disengagement-oriented coping (Study 1 and Study 2) and lesser use of task-oriented coping (Study 2), which reduced goal progress. These results held up after controlling for perceived stress (Study 2). Our findings highlight the importance of coping in the "inception-to-attainment" goal process because autonomous goal motivation indirectly rather than directly predicts goal progress of university students through their usage of task-oriented coping.

Social Goal Orientations, Interpersonal Stress, and Depressive Symptoms among Early Adolescents in Japan: A Test of the Diathesis-Stress Model Using the Trichotomous Framework of Social Goal Orientations

ERIC Educational Resources Information Center

Kuroda, Yuji; Sakurai, Shigeo

2011-01-01

This longitudinal study investigated whether depression among early adolescents (aged 12-14 years, N = 116; 65 girls) can be predicted by interactions between social goal orientations and interpersonal stress. Based on Kuroda and Sakurai (2001), this study applied Elliot and Harackiewicz's (1996) trichotomous framework of achievement goals to…

Extracurricular participation and the development of school attachment and learning goal orientation: the impact of school quality.

PubMed

Fischer, Natalie; Theis, Désirée

2014-06-01

School motivation and attachment typically decline after the transition to middle school. According to the stage-environment fit approach, extracurricular activities are supposed to promote motivation. However, research has shown that the effects depend on the quality of the activities, which usually is measured by assessing students' individual perceptions. This article adds to previous studies in examining effects of school-based extracurricular participation on the development of individual motivation (learning goal orientation) and school attachment depending on the quality of the activities (i.e., amounts of challenge and social support) at the school level. We focused on the motivation development of 3,230 students at 98 schools who filled in questionnaires in Grades 5 (2005), 7 (2007), and 9 (2009). The quality of extracurricular activities was assessed on the basis of responses from 4,270 students in Grades 5, 7, and 9 at the same schools at the first measurement point (2005). Thus, individual development of the longitudinal sample was predicted by aggregated quality measures at the school level. Three-level hierarchical linear growth-curve models including school level, student level, and time were calculated. Cross-level interactions were analyzed to examine the influence of extracurricular participation on individual development as a function of school quality. Results show that the effects of extracurricular participation on the development of learning goal orientation are dependent on both features of school quality, whereas the development of school attachment in particular is influenced by activities offering social support. Thus, the effects of extracurricular activities are based not only on individual perceptions of activity features but also on school quality. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Achievement Goal Orientations of Community College Mathematics Students and the Misalignment of Instructor Perceptions

ERIC Educational Resources Information Center

Mesa, Vilma

2012-01-01

This study reports on the results of a survey of achievement goal orientations administered to a sample of 777 students enrolled in remedial and college-level mathematics courses at a community college. Results indicate that students' achievement goal orientations are consistent with adaptive learning patterns: Students are interested in…

Sex and Age Differences in Achievement Goal Orientations in Turkish Adolescents

ERIC Educational Resources Information Center

Sahin, Ertugrul; Topkaya, Nursel; Kürkçü, Recep

2016-01-01

Culture plays an important role in the achievement goal orientations of students, which may vary as they progress through their lifespan. However, research examining achievement goal orientations in the Turkish cultural context is scarce. Based on contextual and developmental theories, the aim of this study was to examine sex and age differences…

The Relation between Prospective Teachers' Goal Orientations and Academic E-Dishonesty

ERIC Educational Resources Information Center

Sicak, Ali; Arslan, Ali

2016-01-01

The purpose of this study is to investigate the relation between prospective teachers' goal orientations and academic e-dishonesty behaviors, and also the effects of their goal orientations on academic e-dishonesty behaviors. This research was conducted with correlational method. Participants of the study were 669 prospective teachers attending at…

The Role of Goal Orientations in Students' Perceptions of Classroom Assessment in Higher Education

ERIC Educational Resources Information Center

Kaur, Amrita; Noman, Mohammad; Awang-Hashim, Rosna

2018-01-01

Students' perception of assessment methods plays a significant role in determining their effort towards learning and their assessment tasks. Similar to the role of goal orientation in predicting students' classroom learning, this study aims to examine how students' goal orientations influence their perception of classroom assessments. Using a…

Teachers' Professional Goal Orientations: Importance for Further Training and Sick Leave

ERIC Educational Resources Information Center

Nitsche, Sebastian; Dickhauser, Oliver; Fasching, Michaela S.; Dresel, Markus

2013-01-01

The present study examined the relevance of teachers' individual goal orientations for the attendance of further training and sick leave in the teaching profession. Regression analysis indicated a positive effect of learning goal orientation (i.e., the desire to improve one's teaching skills and knowledge) along with a negative effect of work…

The Relations between Filial Piety, Goal Orientations and Academic Achievement in Hong Kong

ERIC Educational Resources Information Center

Chen, Wei-Wen

2016-01-01

This study examined the relationships among filial piety, goal orientations, and academic achievement among Chinese students. A survey of 336 university students in Hong Kong was carried out to collect information on their filial piety beliefs, goal orientations and grade point averages. Structural equation modelling indicated that reciprocal…

Multiple goals, motivation and academic learning.

PubMed

Valle, Antonio; Cabanach, Ramón G; Núnez, José C; González-Pienda, Julio; Rodríguez, Susana; Piñeiro, Isabel

2003-03-01

The type of academic goals pursued by students is one of the most important variables in motivational research in educational contexts. Although motivational theory and research have emphasised the somewhat exclusive nature of two types of goal orientation (learning goals versus performance goals), some studies (Meece, 1994; Seifert, 1995, 1996) have shown that the two kinds of goals are relatively complementary and that it is possible for students to have multiple goals simultaneously, which guarantees some flexibility to adapt more efficaciously to various contexts and learning situations. The principal aim of this study is to determine the academic goals pursued by university students and to analyse the differences in several very significant variables related to motivation and academic learning. Participants were 609 university students (74% women and 26% men) who filled in several questionnaires about the variables under study. We used cluster analysis ('quick cluster analysis' method) to establish the different groups or clusters of individuals as a function of the three types of goals (learning goals, performance goals, and social reinforcement goals). By means of MANOVA, we determined whether the groups or clusters identified were significantly different in the variables that are relevant to motivation and academic learning. Lastly, we performed ANOVA on the variables that revealed significant effects in the previous analysis. Using cluster analysis, three groups of students with different motivational orientations were identified: a group with predominance of performance goals (Group PG: n = 230), a group with predominance of multiple goals (Group MG: n = 238), and a group with predominance of learning goals (Group LG: n = 141). Groups MG and LG attributed their success more to ability, they had higher perceived ability, they took task characteristics into account when planning which strategies to use in the learning process, they showed higher persistence, and used more deep learning strategies than did the students with predominance of performance goals (Group PG). On the other hand, Groups MG and PG took the evaluation criteria more into account when deciding which strategies to use in order to learn, and they attributed their failures more to luck than did Group LG. Students from Group MG attributed their success more to effort than did the other two groups and they attained higher achievement than Group PG. Group LG tended to attribute their failures more to lack of effort than did the other two groups.

College Students' Physical Activity and Health-Related Quality of Life: An Achievement Goal Perspective.

PubMed

Zhang, Tao; Xiang, Ping; Gu, Xiangli; Rose, Melanie

2016-06-01

The 2 × 2 achievement goal model, including the mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal orientations, has recently been used to explain motivational outcomes in physical activity. This study attempted to examine the relationships among 2 × 2 achievement goal orientations, physical activity, and health-related quality of life (HRQOL) in college students. Participants were 325 students (130 men and 195 women; Mage = 21.4 years) enrolled in physical activity classes at a Southern university. They completed surveys validated in previous research assessing achievement goal orientations, physical activity, and HRQOL. Path analyses revealed a good fit between the model and data (root mean square error of approximation = .06; Comparative Fit Index = .99; Bentler-Bonett Nonnormed Fit Index = .98; Incremental Fit Index = .99), but the model explained small variances in the current study. Mastery-approach and performance-approach goal orientations only had low or no relationships with physical activity. Mastery-approach goal orientation and physical activity also had low positive relationships with HRQOL, but mastery-avoidance and performance-avoidance goal orientations had low negative relationships with HRQOL. The hypothesized mediational role of physical activity in the relationship between mastery-approach and performance-approach goal orientations and HRQOL was not supported in this study. Although the data fit the proposed model well, only small variance was explained by the model. The relationship between physical activity and HRQOL of the college students and other related correlates should be further studied.

Predicting academic self-handicapping in different age groups: the role of personal achievement goals and social goals.

PubMed

Leondari, Angeliki; Gonida, Eleftheria

2007-09-01

Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. The aim of this study was to examine the relationship between academic self-handicapping, goal orientations (task, performance-approach, performance-avoidance), social goals, future consequences and achievement in mathematics. An additional aim was to investigate grade-level and gender differences in relation to academic self-handicapping. Participants were 702 upper elementary, junior and senior high school students with approximately equal numbers of girls and boys. There were no grade-level or gender differences as regards the use of self-handicapping. The correlations among the variables revealed that, when the whole sample was considered, self-handicapping was positively related to performance goal orientations and pleasing significant others and negatively to achievement in mathematics. The results of hierarchical regression analysis showed that, in upper elementary and junior high schools, the association between achievement in mathematics and self-handicapping was mediated by performance-avoidance goals. In senior high school, only task goal orientation was a negative predictor of self-handicapping.

A Profiling System for the Assessment of Individual Needs for Rehabilitation With Hearing Aids.

PubMed

Dreschler, Wouter A; de Ronde-Brons, I

2016-11-04

This study focuses on the development of a profiling system to specify the needs of hearing-aid candidates. As a basis for the profile of compensation needs, we used a slightly modified version of the Amsterdam Inventory of Disability and Handicap, combined with the well-known Client-Oriented Scale of Improvement (COSI). The first questionnaire results in scores for six audiological dimensions: detection, speech in quiet, speech in noise, localization, focus or discrimination, and noise tolerance. The goal of this study was to determine whether the six dimensions derived from the disability questionnaire are appropriate to also categorize individual COSI targets. The results show a good agreement between eight audiologists in the categorization of COSI goals along the six dimensions. The results per dimension show that the dimension focus or discrimination can be regarded as superfluous. Possible additional dimensions were tinnitus and listening effort. The results indicate that it is possible to translate individual user needs (administered using COSI) into more general dimensions derived from a disability questionnaire. This allows to summarize the compensation needs for individual patients in a profile of general dimensions, based on the degree of disability and the individual user needs. This profile can be used as a starting point in hearing aid selection. This approach also offers a well-structured method for the evaluation of the postfitting results. © The Author(s) 2016.

The Achievement Goal Questionnaire-Revised for Thai College Students and Asian Context

ERIC Educational Resources Information Center

Ratsameemonthon, L.

2015-01-01

Introduction: The four dimensions (2x2) of achievement goal are the latest versión of achievement goal questionnaire to explain reasons or purposes of individuals pursuing their goal. In Thailand the 2x2 framework of achievement goal questionnaire to examine a student's achievement goal in the Thai Language version may not have been sufficiently…

Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework

ERIC Educational Resources Information Center

Sideridis, Georgios D.

2005-01-01

The objective of this investigation was to evaluate and expand the goal-orientation model of depression vulnerability proposed by B. M. Dykman (1998), which posits that a performance orientation creates a vulnerability to depression through repeated failure. This hypothesis was tested in 5 studies with students in Grades 5 and 6. A…

Role Ambiguity and Self-Efficacy: The Moderating Effects of Goal Orientation and Procedural Justice

ERIC Educational Resources Information Center

Li, Andrew; Bagger, Jessica

2008-01-01

The present study investigated variables that moderated the relationship between role ambiguity and self-efficacy. Results of a field study found support for the moderating role of learning goal orientation, such that the relationship between role ambiguity and self-efficacy was weaker when learning goal orientation was high. In addition, we found…

Developing Instruments Concerning Scientific Epistemic Beliefs and Goal Orientations in Learning Science: A Validation Study

ERIC Educational Resources Information Center

Lin, Tzung-Jin; Tsai, Chin-Chung

2017-01-01

The purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid…

Goal Orientations and Perceptions of the Motivational Climate in Physical Education Classes among Colombian Students

ERIC Educational Resources Information Center

Flores, Jairo; Salguero, Alfonso; Marquez, Sara

2008-01-01

This study examined the relationships of achievement goal orientations and perceptions of the motivational climate in physical education classes among Colombian students, and tested gender and age differences in goal orientations and perceived motivational climate. Participants (1378 boys and 1615 girls, ranging in age from 9 to 18 yr) completed…

Goal Orientations Predict Academic Performance beyond Intelligence and Personality

ERIC Educational Resources Information Center

Steinmayr, Ricarda; Bipp, Tanja; Spinath, Birgit

2011-01-01

Goal orientations are thought to be an important predictor of scholastic achievement. The present paper investigated the joint influence of goal orientations, intelligence, and personality on school performance in a sample of N=520 11th and 12th graders (303 female; mean age M=16.94 years). Intelligence, the Big Five factors of personality…

Women's leadership in the Public Dental Service in Finland.

PubMed

Alestalo, Paula; Widstrom, Eeva

2012-06-01

This study aimed to examine how leadership positions in the Public Dental Service (PDS) were distributed between women and men and how the female and male lead dentists perceived themselves as managers or leaders and whether their superiors, the leading doctors and municipal decision makers or their subordinates, the public dentists, found differences between female and male lead dentists as leaders. Gender aspects on the leadership qualities of the lead dentists in the Public Dental Service were evaluated by four professional groups using a questionnaire. The groups surveyed were: lead dentists (in charge of the municipal PDS clinics), leading doctors (lead dentists'line managers), the directors of municipal health boards, and the PDS dentists (subordinates to the lead dentists). Factor analysis, chi-square and non-parametric tests were used to analyse the data gathered. Women made up 50% (96/192) of the lead dentists, 80% (211/263) of the public dentists, 31% (47/152) of the leading doctors, and 27% (33/124) of directors of the municipal health boards (P<0.001). Nearly all female (92%; 86/93) and 78% (70/90) of the male lead dentists considered themselves to be good people-oriented leaders (P<0.01) and three-quarters of the men (74%; 67/90) and 59% (54/92) of the women good goal-oriented managers (P<0.05). In the eyes of their nearest superiors, the female and male lead dentists were rated equally; they were given scores as goal-oriented managers, people-oriented leaders (both medians= 3.2 on a scale from 1 to 4), and their ability (median=3.5) to take care of their tasks. Their decision authority, power in municipal decision-making (median=2.8), was considered weaker. Most, 67% (70/105), of the PDS dentists evaluated their female superiors and 50% (75/150) their male superiors good as goal-oriented managers (P<0.001), and 51% (54/105) considered their female superiors and 35% (53/150) their male superiors good as people-oriented leaders (P<0.05). Female dentists had not become lead dentists in proportion to their numbers in the PDS. Those who had a leading position felt that they were good leaders, their superiors considered them as good as their male colleagues, and their subordinates felt they were better.

Achievement goals in adult learners: evidence from distance education.

PubMed

Remedios, Richard; Richardson, John T E

2013-12-01

There is evidence that learners may adopt different kinds of achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance. In higher education, this evidence has mainly come from young people who have recently gone straight from secondary education to higher education. However, higher education is increasingly populated by older students, and it has been theorised that the relationship between goals and achievement might be very different for adult learners. The aim of the present study was to examine whether the relationships between achievement, drop-out rate, and goal orientation observed for non-adult populations are mirrored in adult learners. The Achievement Goal Questionnaire (AGQ) was administered to adult learners taking courses by distance learning. Respondents were 195 men and 586 women between the ages of 19 and 87. The results confirmed the reliability of the 2 × 2 version of the AGQ for this distinctive population. As in previous studies of younger students, mastery-approach goals were unrelated to attainment, performance-approach goals tended to facilitate attainment, and performance-avoidance goals tended to impair attainment. In addition, mastery-avoidance goals tended to impair students' attainment and also increased the likelihood that they would drop out of their course altogether. The achievement-goal framework is as appropriate for understanding influences on attainment in adult learners as it is in younger students. Adult learners may be more sensitive to the deleterious effects of adopting mastery-avoidance achievement goals. © 2012 The British Psychological Society.

Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course.

PubMed

Cheang, Kai I

2009-05-27

To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Compared to baseline, students' intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course.

Stress and coping styles are associated with severe fatigue in medical students.

PubMed

Tanaka, Masaaki; Fukuda, Sanae; Mizuno, Kei; Kuratsune, Hirohiko; Watanabe, Yasuyoshi

2009-01-01

Fatigue is a common complaint among medical students and researchers consider it to be related to poor academic outcomes. The authors' goal in the present study was to determine whether stress and coping strategies were associated with fatigue in medical students. The study group consisted of 73 second-year healthy students attending the Osaka City University Graduate School of Medicine. Participants completed a questionnaire about fatigue (Japanese version of Chalder Fatigue Scale), stress, stress coping (Japanese version of the Coping Inventory for Stressful Situations), overwork, and nocturnal sleeping hours. On univariate and multivariate logistic regression analyses adjusted for age and gender, stress was positively associated with fatigue. In addition, after adjustment for age, gender, and emotion- and task-oriented stress coping activities, avoidance-oriented stress coping activity was associated with fatigue. The results suggest that stress and the coping style are correlated with fatigue in medical students.

Validation of the Chinese Version of the Social Achievement Goal Orientation Scale

ERIC Educational Resources Information Center

Zhao, Yanhua; Zhu, Xiangru; Zhao, Guoxiang

2016-01-01

This study examined the validity of a Chinese version of the Social Achievement Goal Orientation Scale (C-SAGOS), a measure testing the trichotomous framework of achievement goal orientations in a social domain. A total of 208 college students (51% female) aged 18 to 23 participated in the study. Factor analyses showed that the three-factor model…

Understanding Student Goal Orientation Tendencies to Predict Student Performance: A 2x2 Achievement Goal Orientation

ERIC Educational Resources Information Center

Miller, Mark Alan

2013-01-01

The study tested the 2X2 model of the Achievement Goal Orientation (AGO) theory in a military technical training environment while using the Air Force Officers Qualifying Test's academic aptitude score to control for the differences in the students' academic aptitude. The study method was quantitative and the design was correlational.…

Students' Achievement Goal Orientations and Their Behavioral and Emotional Engagement: Co-Examining the Role of Perceived School Goal Structures and Parent Goals during Adolescence

ERIC Educational Resources Information Center

Gonida, Eleftheria N.; Voulala, Katerina; Kiosseoglou, Grigoris

2009-01-01

The role of perceived school goal structures and parent goals in predicting adolescents' goal orientations and their behavioral and emotional engagement in the classroom was examined in the present study. Surveys were given to a sample of 271 seventh- and ninth-grade students. Path analyses showed that (a) perceived school mastery goal structures…

Multiple Goal Orientations and Foreign Language Anxiety

ERIC Educational Resources Information Center

Koul, Ravinder; Roy, Laura; Kaewkuekool, Sittichai; Ploisawaschai, Suthee

2009-01-01

This investigation examines Thai college students' motivational goals for learning the English language. Thai student volunteers (N = 1387) from two types of educational institutions participated in this survey study which combined measures of goal orientations based on two different goal constructs and motivation models. Results of two-step…

Teachers' Goal Orientations: Effects on Classroom Goal Structures and Emotions

ERIC Educational Resources Information Center

Wang, Hui; Hall, Nathan C.; Goetz, Thomas; Frenzel, Anne C.

2017-01-01

Background: Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf "et al.," 2010, "Learning and Instruction, 20," 30) and to also impact their emotions (Schutz "et al.," 2007, "Emotion in Education," Academic Press, Amsterdam, the Netherlands). However,…

Achievement Goal Theory: The Relationship of Accounting Students' Goal Orientations with Self-Efficacy, Anxiety, and Achievement

ERIC Educational Resources Information Center

Dull, Richard B.; Schleifer, Lydia L. F.; McMillan, Jeffrey J.

2015-01-01

Students' goal orientations are examined using two major frameworks for learning: achievement goal theory (AGT) and students' approaches to learning (SAL). Previous student success research is extended, by examining goal constructs from the AGT framework to determine if they help explain the learning process in accounting. Data were gathered using…

Children's Engagement and Competence in Personal Recollection: Effects of Parents' Reminiscing Goals

ERIC Educational Resources Information Center

Cleveland, Emily Sutcliffe; Reese, Elaine; Grolnick, Wendy S.

2007-01-01

Parents' goal orientations in parent-child reminiscing were examined in this study, where 28 preschoolers (mean age = 46 months) experienced a standardized event. Dyads discussed the event that evening, with parents randomly assigned to either an "outcome-oriented" or a "process-oriented" condition. Outcome-oriented parents, who were told that…

The Influence of Task Involvement on the Use of Learning Strategies.

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt

The relationship between goal orientation and the use of learning strategies and their effects on learning outcomes were investigated. The three goal orientations considered were: (1) task orientation, which involves learning for its own sake; (2) ego orientation, which involves a desire to perform better than others; and (3) work avoidance, which…

Attitudes and doping: a structural equation analysis of the relationship between athletes' attitudes, sport orientation and doping behaviour

PubMed Central

2007-01-01

Background For effective deterrence methods, individual, systemic and situational factors that make an athlete or athlete group more susceptible to doping than others should be fully investigated. Traditional behavioural models assume that the behaviour in question is the ultimate end. However, growing evidence suggests that in doping situations, the doping behaviour is not the end but a means to an end, which is gaining competitive advantage. Therefore, models of doping should include and anti-doping policies should consider attitudes or orientations toward the specific target end, in addition to the attitude toward the 'tool' itself. Objectives The aim of this study was to empirically test doping related dispositions and attitudes of competitive athletes with the view of informing anti-doping policy developments and deterrence methods. To this end, the paper focused on the individual element of the drug availability – athlete's personality – situation triangle. Methods Data were collected by questionnaires containing a battery of psychological tests among competitive US male college athletes (n = 199). Outcome measures included sport orientation (win and goal orientation and competitiveness), doping attitude, beliefs and self-reported past or current use of doping. A structural equation model was developed based on the strength of relationships between these outcome measures. Results Whilst the doping model showed satisfactory fit, the results suggested that athletes' win and goal orientation and competitiveness do not play a statistically significant role in doping behaviour, but win orientation has an effect on doping attitude. The SEM analysis provided empirical evidence that sport orientation and doping behaviour is not directly related. Conclusion The considerable proportion of doping behaviour unexplained by the model suggests that other factors play an influential role in athletes' decisions regarding prohibited methods. Future research, followed by policy development, should incorporate these factors to capture the complexity of the doping phenomenon and to identify points for effective anti-doping interventions. Sport governing bodies and anti-doping organisations need to recognise that using performance enhancements may be more of a rational, outcome optimizing behaviour than deviance and consider offering acceptable alternative performance-enhancing methods to doping. PMID:17996097

Goal Orientation among Boys and Girls in Higher Secondary Schools of Kerala: How Parenting Styles Influence It?

ERIC Educational Resources Information Center

Gafoor, Kunnathodi Abdul; Kurukkan, Abidha

2014-01-01

The purpose of the study is to investigate the relation between parenting style and goal orientation among boys and girls in higher secondary schools of Kerala. Four types of parenting style and five categories of goal orientation. The sample comprised of 467 girls and 365 boys from higher secondary school in Kerala who were selected through…

The Student-Customer Orientation Questionnaire (SCOQ): Application of Customer Metaphor to Higher Education

ERIC Educational Resources Information Center

Koris, Riina; Nokelainen, Petri

2015-01-01

Purpose: The purpose of this paper is to study Bayesian dependency modelling (BDM) to validate the model of educational experiences and the student-customer orientation questionnaire (SCOQ), and to identify the categories of educatonal experience in which students expect a higher educational institutions (HEI) to be student-customer oriented.…

Goal-oriented networks and capacity building for natural hazards - examples in the Dresden region

NASA Astrophysics Data System (ADS)

Hutter, G.

2013-04-01

Networks and networking are important to build social capacities for natural hazards. However, up to now, it is an open question which types of networks contribute to capacity building under certain circumstances. The paper focuses on the type of a goal-oriented network. The distinction between goal orientation and goal directedness is used to show the following: goal directedness of networks to build capacities for natural hazards involves intensive and continuous processes of sensemaking (Weick, 1995) to specify the network goal. This process of specifying an initial goal statement is important in small and large networks. The governance form of a lead organization network facilitates goal specification. The paper illustrates these findings through evidence from two case studies conducted in the Dresden region in Germany.

Developing instruments concerning scientific epistemic beliefs and goal orientations in learning science: a validation study

NASA Astrophysics Data System (ADS)

Lin, Tzung-Jin; Tsai, Chin-Chung

2017-11-01

The purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid sample of 600 volunteer Taiwanese high school students participated in this survey by responding to the Scientific Epistemic Beliefs Instrument (SEBI) and the Goal Orientations in Learning Science Instrument (GOLSI). Through both exploratory and confirmatory factor analyses, the SEBI and GOLSI were proven to be valid and reliable for assessing the participants' scientific epistemic beliefs and goal orientations in learning science. The path analysis results indicated that, by and large, the students with more sophisticated epistemic beliefs in various dimensions such as Development of Knowledge, Justification for Knowing, and Purpose of Knowing tended to adopt both Mastery-approach and Mastery-avoidance goals. Some interesting results were also found. For example, the students tended to set a learning goal to outperform others or merely demonstrate competence (Performance-approach) if they had more informed epistemic beliefs in the dimensions of Multiplicity of Knowledge, Uncertainty of Knowledge, and Purpose of Knowing.

Orientation of lizards in a Morris water-maze: roles of the sun compass and the parietal eye.

PubMed

Foà, Augusto; Basaglia, Francesca; Beltrami, Giulia; Carnacina, Margherita; Moretto, Elisa; Bertolucci, Cristiano

2009-09-15

The present study examined for the first time whether a Morris water-maze can be used to explore compass and other orientation mechanisms in the ruin lizard Podarcis sicula. In the open field, during sunny days, lizards were individually trained to swim from the center of the water maze onto a hidden platform (the goal), positioned at the periphery of the maze in a single compass direction. The goal was invisible because it was placed just beneath the water surface and the water was rendered opaque. The results showed that lizards learn to swim directly towards the hidden goal under the sun in the absence of visual feature cues. We further examined whether the observed orientation response would be due to lizards learning the spatial position of the goal relative to the sun's azimuth, i.e. to the use of a time-compensated sun compass. Lizards reaching learning criteria were subjected to 6 h clock-shift (fast or slow), and tested for goal orientation in the Morris water-maze. Results demonstrated that the learned orientation response is mediated by a time-compensated sun compass. Further investigations provided direct evidence that in ruin lizards an intact parietal eye is required to perform goal orientation under the sun inside a Morris water-maze, and that other brain photoreceptors, like the pineal or deep brain photoreceptors, are not involved in orientation.

Goal-orientation, epistemological beliefs towards intrinsic motivation among engineering students: A review

NASA Astrophysics Data System (ADS)

Benlahcene, Abderrahim; Lashari, Sana Anwar; Lashari, Tahira Anwar

2017-08-01

An aspect that has been exhaustively researched in the motivation of the higher education discipline is the engineering students’ process of goal-orientation, epistemological beliefs towards intrinsic motivation. However, the focus of those researchers as commonly the influence of goal orientations and epistemological beliefs on intrinsic motivation; they have not combined the two factors and examined relationships among goal orientation, epistemological beliefs, and intrinsic motivation. Therefore, although there is a plethora of research on the matter in related disciplines, the researchers commonly do not have consensus on a term that could be used to discuss how engineering students are motivation. This paper identifies literature whose characteristics have focused on the concept of motivation. Attempts were made to retrieve related lietarure empirically examined motivation, extrinsic motivation, Goal orientation, Epistemological beliefs, and intrinsic motivation to gain insight information. It is believed that the present study may help educators in organizing content, preparing curriculum, and evaluate student tasks, so that students can begin to develop more mature and effective epistemological beliefs and design their proper goals for their learning process.

Dual tuning in creative processes: Joint contributions of intrinsic and extrinsic motivational orientations.

PubMed

Gong, Yaping; Wu, Junfeng; Song, Lynda Jiwen; Zhang, Zhen

2017-05-01

Intrinsic and extrinsic motivational orientations often coexist and can serve important functions. We develop and test a model in which intrinsic and extrinsic motivational orientations interact positively to influence personal creativity goal. Personal creativity goal, in turn, has a positive relationship with incremental creativity and an inverted U-shaped relationship with radical creativity. In a pilot study, we validated the personal creativity goal measure using 180 (Sample 1) and 69 (Sample 2) employees from a consulting firm. In the primary study, we tested the overall model using a sample of 657 research and development employees and their direct supervisors from an automobile firm. The results support the hypothesized model and yield several new insights. Intrinsic and extrinsic motivational orientations synergize with each other to strengthen personal creativity goal. Personal creativity goal in turn benefits incremental and radical creativity, but only up to a certain point for the latter. In addition to its linear indirect relationship with incremental creativity, intrinsic motivational orientation has an inverted U-shaped indirect relationship with radical creativity via personal creativity goal. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Predicting Academic Self-Handicapping in Different Age Groups: The Role of Personal Achievement Goals and Social Goals

ERIC Educational Resources Information Center

Leondari, Angeliki; Gonida, Eleftheria

2007-01-01

Background: Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. Aims: The…

Validation of a Newly Developed Instrument Establishing Links Between Motivation and Academic Hardiness.

PubMed

Kamtsios, Spiridon; Karagiannopoulou, Evangelia

2016-02-01

The purpose of the study was to establish the reliability, the structural and the convergent validity of the "Dimensions of Academic Hardiness Questionnaire" for late elementary school children. A sample of children (N = 1264) aged 10-12 years completed the questionnaire and the "Athens Coping Scale". Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the "Dimensions of Academic Hardiness" scores with one theoretically related measure, the "Athens Coping Scale". The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children's previous experiences has been distinguished. The relation between the "Dimensions of Academic Hardiness" and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.

Self-Identified Goals of Adolescents With Cancer and Healthy Peers: Content, Appraisals, and Correlates

PubMed Central

Schwartz, Lisa A.; Parisi, Michelle L.

2013-01-01

Objective Compare the content, future orientation, and appraisals of self-identified goals of adolescents with cancer and control subjects. Identify correlates of health-related and future-oriented goals of adolescents with cancer. Methods Adolescents with cancer (n = 102) and control subjects (n = 97) self-identified goals, rated appraisals of goals, and completed psychosocial measures. Results Adolescents with cancer identified fewer goals, were more likely to identify a health-related goal, less likely to identify an intrapersonal or leisure goal, and rated their goals as more achievable and supported compared with control subjects. For adolescents with cancer, female gender predicted having a health-related goal. Additionally, age and parent-reported adolescent quality of life predicted having a future-oriented goal. 63 percent of adolescents with cancer reported establishing at least one goal because of cancer. Conclusions Despite similarities between groups, evidence supports that adolescents with cancer made changes to their repertoire of goals, suggesting the need to balance various priorities. PMID:23065108

Does Goal Orientation Matter for Trait Anxiety, Self-Efficacy and Performance? An Investigation in University Athletes

ERIC Educational Resources Information Center

Sari, Ihsan

2015-01-01

In recent years, goal orientations have been examined in their relationship with other potential determinants of athletic performance. The relevant research showed that task orientation, compared to ego orientation, is linked to more adaptive outcomes (Behzadi, Hamzei, Nori and Salehian, 2011; Duda and Whitehead, 1998; Roberts, 2001; Biddle, 2001;…

Understanding the emergence of state goal orientation in organizational work groups: the role of leadership and multilevel climate perceptions.

PubMed

Dragoni, Lisa

2005-11-01

This article attends to a broad range of practically significant employee motivations and provides insight into how to enhance individual-level performance by examining individual-level state goal orientation emergence in organizational work groups. Leadership and multilevel climate processes are theorized to parallel each dimension of state goal orientation to cue and ultimately induce the corresponding achievement focus among individual work group members. It is argued that the patterns of leader behavior, which elucidate the leader's achievement priority, shape group members' psychological and work group climate to embody this priority. Resulting multilevel climate perceptions signal and compel group members to adopt the ascribed form of state goal orientation. The quality of the leader-member exchange relationship is viewed as a means to clarify leader messages in the formation of group members' psychological climate and internalize these cues in the emergence of state goal orientation. Considerations for future research and practice are discussed. ((c) 2005 APA, all rights reserved).

Cognition- and affect-based trust and feedback-seeking behavior: the roles of value, cost, and goal orientations.

PubMed

Choi, Byoung Kwon; Moon, Hyoung Koo; Nae, Eun Young

2014-01-01

We examined how subordinates' cognition- and affect-based trust in supervisors influences their feedback-seeking behavior (FSB) by considering the different cost/value perception of FSB and goal orientation (i.e., learning and performance goal orientations). Using data from 194 supervisor-subordinate dyads in South Korea, we conducted multiple regression analyses to test our hypotheses. The results showed that, whereas subordinates' cognition-based trust in supervisors positively influenced their FSB through increasing the perceived value of feedback received from supervisors, their affect-based trust in supervisors positively influenced their FSB through decreasing the perceived value of FSB. Additionally, we found that, when subordinates had high levels of learning goal orientation, the increasing influence of cognition-based trust on the value of feedback was stronger; in contrast, when subordinates had low levels of performance goal orientation, the decreasing influence of affect-based trust on the cost of FSB was stronger. The theoretical and practical implications, limitations, and suggestions for future research were discussed.

Validation of a Teachers' Achievement Goal Instrument for Teaching Physical Education

ERIC Educational Resources Information Center

Wang, Jian; Shen, Bo; Luo, Xiaobin; Hu, Qingshan; Garn, Alex C.

2018-01-01

Purpose: Using Butler's teacher achievement goal orientation as a conceptual framework, we developed this study to validate a teachers' achievement goal instrument for teaching physical education. Methods: A sample of 322 Chinese physical education teachers participated in this study and completed measures of achievement goal orientations and job…

Goal Orientations and Metacognitive Skills of Normal Technical and Normal Academic Students on Project Work

ERIC Educational Resources Information Center

Ee, J.; Wang, C.; Koh, C.; Tan, O.; Liu, W.

2009-01-01

In 2000, the Singapore Ministry of Education launched Project Work (PW) to encourage the application of knowledge across disciplines, and to develop thinking, communication, collaboration and metacognitive skills. This preliminary findings of a large scale study examines the role of goal orientations (achievement goals and social goals) in…

Rethinking Teachers' Goal Orientations: Conceptual and Methodological Enhancements

ERIC Educational Resources Information Center

Nitsche, Sebastian; Dickhauser, Oliver; Fasching, Michaela S.; Dresel, Markus

2011-01-01

The article provides a theoretical extension of the goal orientation approach for teaching by proposing three different competence facets of learning goals and four types of addressees for performance approach and avoidance goals. On the basis of responses from 495 teacher trainees and 224 in-service teachers, the development and validation of an…

Regulating Debilitating Emotions in the Context of Performance: Achievement Goal Orientations, Achievement-Elicited Emotions, and Socialization Contexts

ERIC Educational Resources Information Center

Tyson, Diana F.; Linnenbrink-Garcia, Lisa; Hill, Nancy E.

2009-01-01

A theoretical framework that incorporates emotional responses and emotion regulation into achievement goal theory is proposed as an alternative view to understanding the inconsistent pattern of findings linking achievement goal orientations to academic outcomes. In this critical review and synthesis, the relation of achievement goal orientations…

Goal-oriented networks and capacity building for natural hazards - examples in the Dresden region

NASA Astrophysics Data System (ADS)

Hutter, G.

2014-01-01

Networks and networking are important for building social capacities for natural hazards. However, up to now, it has been an open question which types of networks contribute to capacity building under certain circumstances. The paper focuses on the type of a goal-oriented network. The distinction between goal orientation and goal directedness is used to show the following: goal directedness of networks to build capacities for natural hazards involves intensive and continuous processes of "sensemaking" (Weick, 1995) to specify the network goal. This process of specifying an initial goal statement is important in small and large networks at the regional level. The governance form of a lead organization network facilitates goal specification. The paper illustrates these findings through evidence from two case studies conducted in the Dresden region in Germany.

Facilitating Goal-Oriented Behaviour in the Stroop Task: When Executive Control Is Influenced by Automatic Processing

PubMed Central

Parris, Benjamin A.; Bate, Sarah; Brown, Scott D.; Hodgson, Timothy L.

2012-01-01

A portion of Stroop interference is thought to arise from a failure to maintain goal-oriented behaviour (or goal neglect). The aim of the present study was to investigate whether goal- relevant primes could enhance goal maintenance and reduce the Stroop interference effect. Here it is shown that primes related to the goal of responding quickly in the Stroop task (e.g. fast, quick, hurry) substantially reduced Stroop interference by reducing reaction times to incongruent trials but increasing reaction times to congruent and neutral trials. No effects of the primes were observed on errors. The effects on incongruent, congruent and neutral trials are explained in terms of the influence of the primes on goal maintenance. The results show that goal priming can facilitate goal-oriented behaviour and indicate that automatic processing can modulate executive control. PMID:23056553

For the Love of Learning Science: Connecting Learning Orientation and Career Productivity in Physics and Chemistry

ERIC Educational Resources Information Center

Hazari, Zahra; Potvin, Geoff; Tai, Robert H.; Almarode, John

2010-01-01

An individual's motivational orientation serves as a drive to action and can influence their career success. This study examines how goal orientation toward the pursuit of a graduate degree in physics and chemistry influences later success outcomes of practicing physicists and chemists. Two main categories of goal orientation are examined in this…

Development and evaluation of a questionnaire to measure the perceived implementation of the mission statement of a competency based curriculum.

PubMed

Rotthoff, Thomas; Ostapczuk, Martin Stefan; de Bruin, Judith; Kröncke, Klaus-Dietrich; Decking, Ulrich; Schneider, Matthias; Ritz-Timme, Stefanie

2012-11-07

A mission statement (MS) sets out the long-term goals of an institution and is supposed to be suited for studying learning environments. Yet, hardly any study has tested this issue so far. The aim of the present study was the development and psychometric evaluation of an MS-Questionnaire (MSQ) focusing on explicit competencies. We investigated to what extent the MSQ captures the construct of learning environment and how well a faculty is following--in its perception--a competency orientation in a competency-based curriculum. A questionnaire was derived from the MS "teaching" (Medical Faculty, Heinrich-Heine University Düsseldorf) which was based on (inter-) nationally accepted goals and recommendations for a competency based medical education. The MSQ was administered together with the Dundee Ready Education Environment Measure (DREEM) to 1119 students and 258 teachers. Cronbach's alpha was used to analyze the internal consistency of the items. Explorative factor analyses were performed to analyze homogeneity of the items within subscales and factorial validity of the MSQ. Item discrimination was assessed by means of part-whole corrected discrimination indices, and convergent validity was analyzed with respect to DREEM. Demographic variations of the respondents were used to analyze the inter-group variations in their responses. Students and teachers perceived the MS implementation as "moderate" and on average, students differed significantly in their perception of the MS. They thought implementation of the MS was less successful than faculty did. Women had a more positive perception of educational climate than their male colleagues and clinical students perceived the implementation of the MS on all dimensions significantly worse than preclinical students. The psychometric properties of the MSQ were very satisfactory: Item discrimination was high. Similarly to DREEM, the MSQ was highly reliable among students (α = 0.92) and teachers (α = 0.93). In both groups, the MSQ correlated highly positively with DREEM (r = 0.79 and 0.80, p < 0.001 each). Factor analyses did not reproduce the three areas of the MS perfectly. The subscales, however, could be identified as such both among teachers and students. The perceived implementation of faculty-specific goals can be measured in an institution to some considerable extent by means of a questionnaire developed on the basis of the institution's MS. Our MSQ provides a reliable instrument to measure the learning climate with a strong focus on competencies which are increasingly considered crucial in medical education. The questionnaire thus offers additional information beyond the DREEM. Our site-specific results imply that our own faculty is not yet fully living up to its competency-based MS. In general, the MSQ might prove useful for faculty development to the increasing number of faculties seeking to measure their perceived competency orientation in a competency-based curriculum.

College Students' Physical Activity and Health-Related Quality of Life: An Achievement Goal Perspective

ERIC Educational Resources Information Center

Zhang, Tao; Xiang, Ping; Gu, Xiangli; Rose, Melanie

2016-01-01

Purpose: The 2 × 2 achievement goal model, including the mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal orientations, has recently been used to explain motivational outcomes in physical activity. This study attempted to examine the relationships among 2 × 2 achievement goal orientations, physical…

Reflective teaching of medical communication skills with DiViDU: assessing the level of student reflection on recorded consultations with simulated patients.

PubMed

Hulsman, R L; Harmsen, A B; Fabriek, M

2009-02-01

Acquisition of effective, goal-oriented communication skills requires both practicing skills and reflective thinking. Reflection is a cyclic process of perceiving and analysing communication behaviour in terms of goals and effects and designing improved actions. Based on Korthagen's ALACT reflection model, communication training on history taking was designed. Objectives were to develop rating criteria for assessment of the students' level of reflection and to collect student evaluations of the reflective cycle components in the communication training. All second year medical students recorded a consultation with a simulated patient. In DiViDU, a web-based ICT program, students reviewed the video, identified and marked three key events, attached written reflections and provided peer-feedback. Students' written reflections were rated on four reflection categories. A reflection-level score was based on a frequency count of the number of categories used over three reflections. Students filled out an evaluation questionnaire on components of the communication training. Data were analyzed of 304 (90.6%) students. The four reflection categories Observations, Motives, Effects and Goals of behaviour were used in 7-38%. Most students phrased undirected questions for improvement (93%). The average reflection score was 2.1 (S.D. 2.0). All training components were considered instructive. Acting was preferred most. Reviewing video was considered instructive. Self-reflection was considered more difficult than providing written feedback to the reflections of peers. Reflection on communication behaviour can be systematically implemented and measured in a structured way. Reflection levels were low, probably indicating a limited notion of goal-oriented attributes of communication skills. Early introduction of critical self-reflection facilitates acceptance of an important ability for physicians for continued life-long learning and becoming mindful practitioners.

Perceptual market orientation gap and its impact on relationship quality and patient loyalty: the role of internal marketing.

PubMed

Huang, Jin-An; Weng, Rhay-Hung; Lai, Chi-Shiun; Hu, Jer-San

2013-06-01

The purpose of this study was to explore the perceptual market orientation gaps between physician and patients and its impact on relationship quality and patient loyalty, and to verify the critical role of internal marketing on developing market orientation. Self-administered questionnaires were then employed to collect the data. We used a convenience sample of physicians and patients at a medical center in central Taiwan, and 90 usable questionnaires from physicians and 450 usable questionnaires from patients were returned. Hierarchical multiple regression analyses were used to validate the research hypotheses. Physicians' perceptual market orientation had a positive influence on physician-patient relationship quality, hospital-patient relationship quality, and patient loyalty, but the perceptual market orientation gap between physicians and their patients had a direct negative impact on these constructs. Finally, internal marketing was found to have an influence on relationship quality and patient loyalty through the mediation of market orientation. In order to enhance relationship quality and patient loyalty, hospital managers should focus their efforts on improving employees' market orientation and reducing patients' perceptual market orientation gap. In addition, internal marketing was found to be a useful pathway in developing market orientation.

MAXCOG-Maximizing Cognition: A Randomized Controlled Trial of the Efficacy of Goal-Oriented Cognitive Rehabilitation for People with Mild Cognitive Impairment and Early Alzheimer Disease.

PubMed

Regan, Bridget; Wells, Yvonne; Farrow, Maree; O'Halloran, Paul; Workman, Barbara

2017-03-01

To review the efficacy of a home-based four-session individualized face-to-face cognitive rehabilitation (MAXCOG) intervention for clients with mild cognitive impairment (MCI) or early dementia and their close supporters. Randomized controlled trial comparing the intervention group (MAXCOG) with treatment as usual (control). A total of 55 client-supporter dyads were enrolled in the study and 40 completed; 25 client-supporter dyads completed MAXCOG and 15 completed treatment as usual. Both MAXCOG and control groups included more MCI cases than dementia (22 versus 3 and 12 versus 3, respectively). Four weekly individual sessions of MAXCOG consisting of personalized interventions to address individually relevant goals, supported by the provision of the MAXCOG information resource. The primary outcomes were goal performance and satisfaction, assessed using the Canadian Occupational Performance Measure (COPM). Questionnaires assessing mood, illness adjustment, quality of life, and carer burden were also administered. The intervention group displayed significantly higher performance and satisfaction with primary goals on the COPM post-intervention than the control group, using a per-protocol analysis. The MAXCOG intervention is effective in improving goal performance and satisfaction in clients with MCI and early dementia. Copyright © 2017 American Association for Geriatric Psychiatry. All rights reserved.

Extrinsic value orientation and affective forecasting: overestimating the rewards, underestimating the costs.

PubMed

Sheldon, Kennon M; Gunz, Alexander; Nichols, Charles P; Ferguson, Yuna

2010-02-01

We examined affective forecasting errors as a possible explanation of the perennial appeal of extrinsic values and goals. Study 1 found that although people relatively higher in extrinsic (money, fame, image) compared to intrinsic (growth, intimacy, community) value orientation (REVO) are less happy, they nevertheless believe that attaining extrinsic goals offers a strong potential route to happiness. Study 2's longitudinal experimental design randomly assigned participants to pursue either 3 extrinsic or 3 intrinsic goals over 4 weeks, and REVO again predicted stronger forecasts regarding extrinsic goals. However, not even extrinsically oriented participants gained well-being benefits from attaining extrinsic goals, whereas all participants tended to gain in happiness from attaining intrinsic goals. Study 3 showed that the effect of REVO on forecasts is mediated by extrinsic individuals' belief that extrinsic goals will satisfy autonomy and competence needs. It appears that some people overestimate the emotional benefits of achieving extrinsic goals, to their potential detriment.

Consideration of learning orientations as an application of achievement goals in evaluating life science majors in introductory physics

NASA Astrophysics Data System (ADS)

Mason, Andrew J.; Bertram, Charles A.

2018-06-01

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics such as metacognition. We investigate a sample population of 218 students in a first-semester introductory algebra-based physics course, drawn from 14 laboratory sections within six semesters of course sections, to determine the influence of achievement goals on life science majors' attitudes towards physics. Learning orientations that, respectively, pertain to mastery goals and performance goals, in addition to a learning orientation that does not report a performance goal, were recorded from students in the specific context of learning a problem-solving framework during an in-class exercise. Students' learning orientations, defined within the context of students' self-reported statements in the specific context of a problem-solving-related research-based course implementation, are compared to pre-post results on physics problem-solving items in a well-established attitudinal survey instrument, in order to establish the categories' validity. In addition, mastery-related and performance-related orientations appear to extend to overall pre-post attitudinal shifts, but not to force and motion concepts or to overall course grade, within the scope of an introductory physics course. There also appears to be differentiation regarding overall course performance within health science majors, but not within biology majors, in terms of learning orientations; however, health science majors generally appear to fare less well on all measurements in the study than do biology majors, regardless of learning orientations.

Development of the school organisational health questionnaire: a measure for assessing teacher morale and school organisational climate.

PubMed

Hart, P M; Wearing, A J; Conn, M; Carter, N L; Dingle, R K

2000-06-01

A growing body of empirical evidence suggests that organisational factors are more important than classroom specific issues in determining teacher morale. Accordingly, it is necessary to have available measures that accurately assess morale, as well as the organisational factors that are likely to underpin the experience of morale. Three studies were conducted with the aim of developing a psychometrically sound questionnaire that could be used to assess teacher morale and various dimensions of school organisational climate. A total of 1,520 teachers from 18 primary and 26 secondary schools in the Australian state of Victoria agreed to participate in three separate studies (N = 615, 342 and 563 in Studies 1, 2 and 3, respectively) that were used to develop the questionnaire. The demographic profile of the teachers was similar to that found in the Department as a whole. All teaching staff in the participating schools were asked to complete a self-report questionnaire as part of the evaluation of an organisational development programme. A series of exploratory and confirmatory factor analyses were used to establish the questionnaire's factor structure, and correlation analyses were used to examine the questionnaire's convergent and discriminant validity. The three studies resulted in the 54-item School Organisational Health Questionnaire that measures teacher morale and 11 separate dimensions of school organisational climate: appraisal and recognition, curriculum coordination, effective discipline policy, excessive work demands, goal congruence, participative decision-making, professional growth, professional interaction, role clarity, student orientation, and supportive leadership.

Leveraging MSLQ Data for Predicting Student Achievement Goal Orientations

ERIC Educational Resources Information Center

Ali, Liaqat; Hatala, Marek; Winne, Phil; Gaševic, Dragan

2014-01-01

This study aims to investigate how the learning strategies and achievement goal orientations of students relate to their academic behaviours and performance in the context of an online learning system. The study also develops and validates a relational model between student learning strategies and achievement goals.

The Relationship between Future Goals and Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective

ERIC Educational Resources Information Center

Lee, Jie Qi; McInerney, Dennis M.; Liem, Gregory Arief D.; Ortiga, Yasmin P.

2010-01-01

This research aimed to study the relationships between students' future goals (FGs) and their immediate achievement goal orientations (AGOs) among 5733 Singaporean secondary school students (M age = 14.18, SD = 1.26; 53% boys). To this end, we hypothesized that the relationships between like valenced FGs and AGOs (both intrinsic or both extrinsic)…

To master or perform? Exploring relations between achievement goals and conceptual change learning.

PubMed

Ranellucci, John; Muis, Krista R; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M

2013-09-01

Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change. © 2012 The British Psychological Society.

Goal orientation, perceived task outcome and task demands in mathematics tasks: effects on students' attitude in actual task settings.

PubMed

Seegers, Gerard; van Putten, Cornelis M; de Brabander, Cornelis J

2002-09-01

In earlier studies, it has been found that students' domain-specific cognitions and personal learning goals (goal orientation) influence task-specific appraisals of actual learning tasks. The relations between domain-specific and task-specific variables have been specified in the model of adaptive learning. In this study, additional influences, i.e., perceived task outcome on a former occasion and variations in task demands, were investigated. The purpose of this study was to identify personality and situational variables that mediate students' attitude when confronted with a mathematics task. Students worked on a mathematics task in two subsequent sessions. Effects of perceived task outcome at the first session on students' attitude at the second session were investigated. In addition, we investigated how differences in task demands influenced students' attitude. Variations in task demands were provoked by different conditions in task-instruction. In one condition, students were told that the result on the test would add to their mark on mathematics. This outcome orienting condition was contrasted with a task-orienting condition where students were told that the results on the test would not be used to give individual grades. Participants were sixth grade students (N = 345; aged 11-12 years) from 14 primary schools. Multivariate and univariate analyses of (co)variance were applied to the data. Independent variables were goal orientation, task demands, and perceived task outcome, with task-specific variables (estimated competence for the task, task attraction, task relevance, and willingness to invest effort) as the dependent variables. The results showed that previous perceived task outcome had a substantial impact on students' attitude. Additional but smaller effects were found for variation in task demands. Furthermore, effects of previous perceived task outcome and task demands were related to goal orientation. The resulting pattern confirmed that, in general, performance-oriented learning goals emphasised the negative impact of failure experiences, whereas task-oriented learning goals had a strengthening effect on how success experiences influenced students' attitude.

Achievement Goal Orientations and Subjective Well-Being: A Person-Centred Analysis

ERIC Educational Resources Information Center

Tuominen-Soini, Heta; Salmela-Aro, Katariina; Niemivirta, Markku

2008-01-01

This study examined whether students with different achievement goal orientation profiles differ in terms of subjective well-being (i.e., self-esteem, depressive symptoms, school-related burnout, and educational goal appraisals). Six groups of students with unique motivational profiles were identified. Observed differences in subjective well-being…

Upcycling Secondary Physical Education: The Journey to Creating Goal-Oriented Courses

ERIC Educational Resources Information Center

Nye, Susan; Williams, Jacqueline

2017-01-01

The ultimate goal of a quality physical education program is to develop physically literate individuals who demonstrate skill competencies, apply knowledge, demonstrate health-enhancing behaviors, exhibit prosocial behaviors, and recognize the value of physical activity for a lifetime. The development and implementation of goal-oriented physical…

Epistemic Beliefs and Achievement Goal Orientations: Relations between Constructs versus Personal Profiles

ERIC Educational Resources Information Center

Madjar, Nir; Weinstock, Michael; Kaplan, Avi

2017-01-01

Research has found students' epistemic beliefs to predict their achievement goal orientations. Much of this research emerged from the dimensional approach of epistemic beliefs, which hypothesized a relationship between particular independent dimensions of epistemic beliefs with different achievement goals. Research in this approach has primarily…

The Effects of Goal-Oriented Instructions in Digital Game-Based Learning

ERIC Educational Resources Information Center

Erhel, Séverine; Jamet, Eric

2016-01-01

Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: "mastery-goal" instructions, which prompt learners to develop…

Are Teachers' Psychological Control, Autonomy Support and Autonomy Suppression Associated with Students' Goals?

ERIC Educational Resources Information Center

Madjar, Nir; Nave, Adi; Hen, Shiran

2013-01-01

This study investigated associations between student-perceived teacher behaviours and students' personal goal orientations. Thus, the study applied theoretical concepts from self-determination theory and parenting style in an attempt to enhance understanding of additional environmental characteristics possibly affecting personal goal orientation.…

A randomized controlled trial of Moderation-Oriented Cue Exposure.

PubMed

Heather, N; Brodie, J; Wale, S; Wilkinson, G; Luce, A; Webb, E; McCarthy, S

2000-07-01

A randomized controlled trial was conducted to examine the effectiveness of Moderation-Oriented Cue Exposure (MOCE) in comparison to Behavioral Self-Control Training (BSCT). The main hypothesis was that MOCE would be more effective than BSCT among a sample of problem drinkers aiming at moderate drinking. A subsidiary hypothesis was that MOCE would be relatively more effective than BSCT among problem drinkers with higher levels of alcohol dependence. Clients (N = 91; 75% men) were randomly allocated to either MOCE or BSCT. Treatment was delivered in weekly sessions by two trained therapists, in a nested design in which therapists switched to the alternative treatment modality approximately halfway through the trial. Follow-up was carried out 6 months following posttreatment assessment, with 85% successful contact. There was no evidence for the general superiority of MOCE over BSCT. The subsidiary hypothesis was not confirmed. A subsample of clients (n = 14) showing levels of dependence at baseline above the commonly accepted cut-point for a moderation goal (Severity of Alcohol Dependence Questionnaire [SADQ] > 29) showed outcomes at least as favorable as those below the cut-point. The validity of self-reports of alcohol consumption and problems was supported by significant relationships with liver function tests (gamma-glutamyl transferase and alanine transferase). These results provide no grounds for the replacement of BSCT by MOCE in routine, moderation-oriented treatment practice. Assuming they prefer it to abstinence and that it is not contra-indicated on other grounds, there seems no reason why clients showing a higher level of dependence (SADQ = 30-45) should not be offered a moderation goal.

Extending Antecedents of Achievement Goals: The Double-Edged Sword Effect of Social-Oriented Achievement Motive and Gender Differences

ERIC Educational Resources Information Center

Nie, Youyan; Liem, Gregory Arief D.

2013-01-01

Underpinned by the hierarchical model of approach and avoidance motivation, the study examined the differential relations of individual-oriented and social-oriented achievement motives to approach and avoidance achievement goals (mastery-approach, performance-approach, mastery-avoidance, performance-avoidance). A total of 570 Chinese high school…

Identity Processes and Intrinsic and Extrinsic Goal Pursuits: Directionality of Effects in College Students.

PubMed

Luyckx, Koen; Duriez, Bart; Green, Lindsey M; Negru-Subtirica, Oana

2017-08-01

Identity research has mainly focused on the degree to which adolescents and emerging adults engage in exploration and commitment to identity goals and strivings. Somewhat lacking from this research tradition is an explicit focus on the content of the identity goals that individuals deem important and pursue. The present manuscript describes two longitudinal studies sampling college students in which we examine how exploration and commitment processes relate to intrinsic and extrinsic goal pursuits as defined in Self-Determination Theory. Study 1 was a two-wave longitudinal study spanning 6 months (N = 370; 77.4% women; mean age 18.24 years); Study 2 was a three-wave longitudinal study spanning 6 months (N = 458 students; 84.9% women; mean age 18.25 years). Using cross-lagged path analyses, hypotheses were supported to various degrees of convergence between studies, pointing to the extent of which results were replicated across our two independent longitudinal samples. Whereas an intrinsic goal orientation positively predicted commitment making (Study 1) and identification with commitment over time (Studies 1 and 2), an extrinsic goal orientation positively predicted ruminative exploration over time, which led to decreases in intrinsic orientation over time (Study 2). Further, an intrinsic goal orientation negatively predicted ruminative exploration over time (Study 1). The findings in for pro-active exploration processes were inconsistent across both studies, being prospectively related to both intrinsic (Study 2) and extrinsic goal orientations (Study 1). Implications and suggestions for future research are discussed.

GOAL - A test engineer oriented language. [Ground Operations Aerospace Language for coding automatic test

NASA Technical Reports Server (NTRS)

Mitchell, T. R.

1974-01-01

The development of a test engineer oriented language has been under way at the Kennedy Space Center for several years. The result of this effort is the Ground Operations Aerospace Language, GOAL, a self-documenting, high-order language suitable for coding automatic test, checkout and launch procedures. GOAL is a highly readable, writable, retainable language that is easily learned by nonprogramming oriented engineers. It is sufficiently powerful for use at all levels of Space Shuttle ground processing, from line replaceable unit checkout to integrated launch day operations. This paper will relate the language development, and describe GOAL and its applications.

Optimal orientation in flows: providing a benchmark for animal movement strategies.

PubMed

McLaren, James D; Shamoun-Baranes, Judy; Dokter, Adriaan M; Klaassen, Raymond H G; Bouten, Willem

2014-10-06

Animal movements in air and water can be strongly affected by experienced flow. While various flow-orientation strategies have been proposed and observed, their performance in variable flow conditions remains unclear. We apply control theory to establish a benchmark for time-minimizing (optimal) orientation. We then define optimal orientation for movement in steady flow patterns and, using dynamic wind data, for short-distance mass movements of thrushes (Turdus sp.) and 6000 km non-stop migratory flights by great snipes, Gallinago media. Relative to the optimal benchmark, we assess the efficiency (travel speed) and reliability (success rate) of three generic orientation strategies: full compensation for lateral drift, vector orientation (single-heading movement) and goal orientation (continually heading towards the goal). Optimal orientation is characterized by detours to regions of high flow support, especially when flow speeds approach and exceed the animal's self-propelled speed. In strong predictable flow (short distance thrush flights), vector orientation adjusted to flow on departure is nearly optimal, whereas for unpredictable flow (inter-continental snipe flights), only goal orientation was near-optimally reliable and efficient. Optimal orientation provides a benchmark for assessing efficiency of responses to complex flow conditions, thereby offering insight into adaptive flow-orientation across taxa in the light of flow strength, predictability and navigation capacity.

Optimal orientation in flows: providing a benchmark for animal movement strategies

PubMed Central

McLaren, James D.; Shamoun-Baranes, Judy; Dokter, Adriaan M.; Klaassen, Raymond H. G.; Bouten, Willem

2014-01-01

Animal movements in air and water can be strongly affected by experienced flow. While various flow-orientation strategies have been proposed and observed, their performance in variable flow conditions remains unclear. We apply control theory to establish a benchmark for time-minimizing (optimal) orientation. We then define optimal orientation for movement in steady flow patterns and, using dynamic wind data, for short-distance mass movements of thrushes (Turdus sp.) and 6000 km non-stop migratory flights by great snipes, Gallinago media. Relative to the optimal benchmark, we assess the efficiency (travel speed) and reliability (success rate) of three generic orientation strategies: full compensation for lateral drift, vector orientation (single-heading movement) and goal orientation (continually heading towards the goal). Optimal orientation is characterized by detours to regions of high flow support, especially when flow speeds approach and exceed the animal's self-propelled speed. In strong predictable flow (short distance thrush flights), vector orientation adjusted to flow on departure is nearly optimal, whereas for unpredictable flow (inter-continental snipe flights), only goal orientation was near-optimally reliable and efficient. Optimal orientation provides a benchmark for assessing efficiency of responses to complex flow conditions, thereby offering insight into adaptive flow-orientation across taxa in the light of flow strength, predictability and navigation capacity. PMID:25056213

Cognitive orientation and genital infections in young women.

PubMed

Kreitler, S; Kreitler, H; Schwartz, R

1991-01-01

The purpose was to explore the psychological determinants of common genital infections in young women. The study was done in the framework of the cognitive orientation theory which assumes that cognition guides behavior and provides predictions of behaviors and psychophysiological phenomena. We expected that beliefs of four types (about self, norms, goals, and general) would predict the occurrence and/or frequency of 17 gynecological symptoms (e.g., itching, swelling, different vaginal discharges, abscesses). The subjects were 195 female volunteers, undergraduates, about 23 years old, without gross gynecological disorders, mostly (87.7%) unmarried, mostly (83.6%) having had intercourse. They were administered anonymously questionnaires about demographic variables, frequency and treatment of gynecological symptoms and 3 urological ones (for control), and about cognitive orientation that referred to pretested themes (e.g., assertiveness, hypochondriasis). Stepwise discriminant and regression analyses showed that the belief types enabled predicting the occurrence and frequency of all symptoms, with a mean 34.5% improvement over the 50% chance level, accounting for 45.7-67.2% of the variance. Also the urological symptoms were predicted although at a lower level. Discussion focuses on the specificity of cognitive-motivational determinants and their role in producing conditions favoring physical pathology.

Psychiatric rehabilitation in community-based day centres: motivation and satisfaction.

PubMed

Eklund, Mona; Tjörnstrand, Carina

2013-11-01

This study investigated attendees' motivation and motives for participation in day centres and their satisfaction with the rehabilitation, while also addressing the influence of day centre orientation (work- or meeting-place orientation), gender and age. Ninety-three Swedish day centre attendees participated in a cross-sectional study and completed questionnaires about motivation, motives, and satisfaction with the rehabilitation. Data were analysed with non-parametric statistics. The participants were highly motivated for going to the day centre and set clear goals for their rehabilitation. Female gender, but not age, was associated with stronger motivation. The strongest motives for going to the day centre were getting structure to the day and socializing. Attendees at work-oriented day centres more often expressed that they went there to get structure to the day and gain social status. Satisfaction with the rehabilitation was high, and the most common wishes for further opportunities concerned earning money and learning new things. The rehabilitation largely seemed to meet the attendees' needs, but the findings indicated that further developments were desired, such as participation in work on the open market and more work-like occupations in the day centre, accompanied by some kind of remuneration.

Goal Orientation, Learning Self-Efficacy, and Climate Perceptions in a Post-Acquisition Corporate Context

ERIC Educational Resources Information Center

Potosky, Denise

2010-01-01

The present investigation offers some insight for human resource development (HRD) practitioners and researchers focused on helping employees pursue learning goals as they adapt to organizational changes. Using a repeated measurement over a five-year time period, this study examined goal orientation, learning self-efficacy, climate perceptions,…

Relationship between Lifestyle Values and Achievement Goal Orientation among Vocational Students in Thailand

ERIC Educational Resources Information Center

Chantara, Soontornpathai; Koul, Ravinder; Kaewkuekool, Sittichai

2014-01-01

This study brings models of value theory and motivational goal theory together to investigate the relationship between lifestyle values (materialism, religiosity, physical well-being and image) and achievement goal orientation of college students enrolled in vocational programmes in Thailand (N?=?1670, males?=?38.5% and females?=?61.5%). We found…

Internationalization at Home: Using Learning Motivation to Predict Students' Attitudes toward Teaching in a Foreign Language

ERIC Educational Resources Information Center

Gorges, Julia; Kandler, Christian; Bohner, Gerd

2012-01-01

Fostering foreign language proficiency is an important goal of university teaching. We identified German university students' (N = 1265) goal orientations developed during secondary school as predictors of attitudes toward receiving instruction in English at university. Mastery goal orientation was proposed to "directly" promote positive…

Exploring the relationship between physical activity, life goals and health-related quality of life among high school students: a cross-sectional study.

PubMed

Sigvartsen, Julie; Gabrielsen, Leiv Einar; Abildsnes, Eirik; Stea, Tonje H; Omfjord, Christina Sandvand; Rohde, Gudrun

2016-08-03

Two models were developed to increase high school students' participation in physical education (PE): "motion enjoyment" and "sport enjoyment". The first model focuses on increasing knowledge about the health benefits of a physically active lifestyle and thereby promoting a positive attitude towards physical activity, whereas the second model focuses on techniques and practices for enhancing athletic performance. The aims of the present study are to investigate and understand the similarities and differences between students selecting "motion enjoyment" vs. "sport enjoyment" and to examine the extent to which life goals and reported physical activity are associated with health-related quality of life (HRQOL). A total of 156 high school students (mean age, 16 years [standard deviation = 0.8], 123 girls and 33 boys) were included in this cross-sectional study. HRQOL and life goals were measured using KIDSCREEN-10 and the Adolescent Life Goal Profile Scale, respectively. Physical activity was measured using a self-reporting questionnaire intended to describe the students' leisure-time activity. Independent sample t-tests, chi-square, one-way analyses of variance and multiple regression analysis were applied. Self-reported physical activity level and HRQOL were higher among students in the "sport enjoyment" program, while the perceived importance of life goals was the same regardless of the preferred PE model. Multiple regression analyses revealed that the perceived importance of relations-oriented life goals (B = -5.61; 95 % confidence interval CI = -10.53 to -0.70; p = .026), perceived importance of generativity-oriented life goals (B = 4.14.; 95 % CI = 0.85 to 7.422; p = .014), perceived attainability of relations-oriented life goals (B = 7.28; 95 % CI = 2.49 to 12.07; p = .003), age (B = -7.29; 95 % CI = -11.38 to -3.20; p = .001) and gender, with boys as the reference group (B = -12.10; 95 % CI = -19.09 to -5.11; p = .001), were independently associated with increased HRQOL. In exploring the relationships of self-reported physical activity during leisure time, stage of change (B = 3.53; 95 % CI = 1.49 to 5.51; p = .001), gender, with boys as the reference group (B = -8.90; 95 % CI = -15.80 to -2.00; p = .012), and age (B = -6.62; 95 % CI = -10.57 to -2.66; p = .001) were independently associated with increased HRQOL. Self-reported physical activity habits and life goals were associated with HRQOL to a limited extent. However, the perceived importance of life goals appears to reflect other aspects of individual well-being than HRQOL.

Effect of Learner-Centered Teaching on Motivation and Learning Strategies in a Third-Year Pharmacotherapy Course

PubMed Central

Cheang, Kai I.

2009-01-01

Objectives To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. Methods The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students’ response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Results Compared to baseline, students’ intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. Conclusions The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course. PMID:19564985

Bracketed morality revisited: how do athletes behave in two contexts?

PubMed

Kavussanu, Maria; Boardley, Ian D; Sagar, Sam S; Ring, Christopher

2013-10-01

The concept of bracketed morality has received empirical support in several sport studies (e.g., Bredemeier & Shields, 1986a, 1986b). However, these studies have focused on moral reasoning. In this research, we examined bracketed morality with respect to moral behavior in sport and university contexts, in two studies. Male and female participants (Study 1: N = 331; Study 2: N = 372) completed questionnaires assessing prosocial and antisocial behavior toward teammates and opponents in sport and toward other students at university. Study 2 participants also completed measures of moral disengagement and goal orientation in both contexts. In most cases, behavior in sport was highly correlated with behavior at university. In addition, participants reported higher prosocial behavior toward teammates and higher antisocial behavior toward opponents in sport than toward other students at university. The effects of context on antisocial behavior were partially mediated by moral disengagement and ego orientation. Our findings extend the bracketed morality concept to prosocial and antisocial behavior.

Reliability Generalization of the Patterns of Adaptive Learning Survey Goal Orientation Scales

ERIC Educational Resources Information Center

Ross, Margaret E.; Blackburn, Marcy; Forbes, Sean

2005-01-01

A reliability generalization study was completed on the Patterns of Adaptive Learning Survey achievement goal orientation scales to assess the prediction of (a) the different orientation scales, (b) the adaptation of items to meet research needs, (c) the number of respondents completing the instrument, and (d) the publication date cited for the…

The Dynamic and Correlation of the Value Orientations and Life Goals of Urban Adolescents

ERIC Educational Resources Information Center

Selivanova, Z. K.

2014-01-01

One of the scientific techniques in the study of value orientations and preferences consists of determining adolescents' attitudes toward personality qualities. It is well known that the model of a personality as an ideal construct formed in a person's consciousness correlates with value orientations and life goals. Its study permits us to…

The Role of Family Orientation in Predicting Korean Boys' and Girls' Achievement Motivation to Learn Mathematics

ERIC Educational Resources Information Center

Kim, Jung-In; Chung, Hyewon

2012-01-01

Informed by achievement goal orientation and self-determination theories, we explored the role of cultural/contextual factors on Korean students' achievement motivation. Specifically, we examined the role of the Korean middle school students' family orientation as a mediator between their perceptions of parent goals or motivating styles and their…

Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening

ERIC Educational Resources Information Center

Vandergrift, Larry

2005-01-01

This paper examines the relationships among motivation, metacognition, and proficiency in listening comprehension. Adolescent learners of French (N = 57) completed two questionnaires. A motivation questionnaire tapped student responses to three orientations related to motivation: amotivation, intrinsic, and extrinsic. A metacognitive awareness…

Turkish University Students' Motivation to Learn English: Integration into International Community

ERIC Educational Resources Information Center

Bektas-Cetinkaya, Yesim

2012-01-01

This article explores Turkish university students' motivation and orientations toward learning English in a globalizing world. The study utilizes questionnaire responses and a focus group interview. Factor analysis of questionnaire data revealed three independent orientations, namely, "Integration into International Community,"…

The alexithymia, emotion regulation, emotion regulation difficulties, positive and negative affects, and suicidal risk in alcohol-dependent outpatients.

PubMed

Ghorbani, Fatemeh; Khosravani, Vahid; Sharifi Bastan, Farangis; Jamaati Ardakani, Razieh

2017-06-01

The aim of this study was to evaluate the potential contributing factors such as alexithymia, emotion regulation and difficulties in emotion regulation, positive/negative affects and clinical factors including severity of alcohol dependence and depression connected to high suicidality in alcohol-dependent outpatients. 205 alcohol-dependent outpatients and 100 normal controls completed the demographic questionnaire, the Persian version of the Toronto Alexithymia Scale (FTAS-20), the Difficulties in Emotion Regulation Scale (DERS), the Emotion Regulation Questionnaire (ERQ), the Positive/Negative Affect Scales, the Alcohol Use Disorders Identification Test (AUDIT), and the Beck Depression Inventory-II (BDI-II). The suicidal risk was assessed using the Scale for Suicide Ideation (SSI) and history taking. Alcohol-dependent outpatients showed higher means in alexithymia, difficulties in emotion regulation, suppression subscale, negative affect, and suicide ideation than normal controls. Logistic regression analysis revealed that negative affect, duration of alcohol use, externally-oriented thinking, and severity of alcohol dependence explained lifetime suicide attempts. Depression, impulsivity, severity of alcohol dependence, reappraisal (reversely), externally-oriented thinking, difficulties engaging in goal-directed behaviors, and negative affect significantly predicted the suicidal risk. The findings may constitute useful evidence of the relevancies of alexithymia, emotion regulation, emotion regulation difficulties, and affects to suicidality in alcoholic patients. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

The Strength of the Relation between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications

ERIC Educational Resources Information Center

Linnenbrink-Garcia, Lisa; Middleton, Michael J.; Ciani, Keith D.; Easter, Matthew A.; O'Keefe, Paul A.; Zusho, Akane

2012-01-01

In current research on achievement goal theory, most researchers differentiate between performance-approach and performance-avoidance goal orientations. Evidence from prior research and from several previously published data sets is used to highlight that the correlation is often rather large, with a number of studies reporting correlations above…

Chinese Tertiary Teachers' Goal Orientations for Teaching and Teaching Approaches: The Mediation of Teacher Engagement

ERIC Educational Resources Information Center

Yin, Hongbiao; Han, Jiying; Lu, Genshu

2017-01-01

This study investigated the effects of Chinese tertiary teachers' goal orientations for teaching on their approaches to teaching mediated by teacher engagement. In a survey of 597 Chinese tertiary teachers, the respondents placed particular emphasis on relational and mastery goals and expressed a preference for student-focused approaches to…

Comparing the Achievement Goal Orientation of Mathematics Learners with and without Attention-Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Spangenberg, Erica Dorethea

2017-01-01

Many learners with different learning challenges are accommodated in the same classroom in South Africa, which could result in poor performance in mathematics. By reinforcing or disregarding certain goals, a teacher can influence the way in which learners learn mathematics. This study compared the achievement goal orientation of Grade Nine…

Different personal propensities among scientists relate to deeper vs. broader knowledge contributions

PubMed Central

Bateman, Thomas S.; Hess, Andrew M.

2015-01-01

Scientific journal publications, and their contributions to knowledge, can be described by their depth (specialized, domain-specific knowledge extensions) and breadth (topical scope, including spanning multiple knowledge domains). Toward generating hypotheses about how scientists’ personal dispositions would uniquely predict deeper vs. broader contributions to the literature, we assumed that conducting broader studies is generally viewed as less attractive (e.g., riskier) than conducting deeper studies. Study 1 then supported our assumptions: the scientists surveyed considered a hypothetical broader study, compared with an otherwise-comparable deeper study, to be riskier, a less-significant opportunity, and of lower potential importance; they further reported being less likely to pursue it and, in a forced choice, most chose to work on the deeper study. In Study 2, questionnaire measures of medical researchers’ personal dispositions and 10 y of PubMed data indicating their publications’ topical coverage revealed how dispositions differentially predict depth vs. breadth. Competitiveness predicted depth positively, whereas conscientiousness predicted breadth negatively. Performance goal orientation predicted depth but not breadth, and learning goal orientation contrastingly predicted breadth but not depth. Openness to experience positively predicted both depth and breadth. Exploratory work behavior (the converse of applying and exploiting one’s current knowledge) predicted breadth positively and depth negatively. Thus, this research distinguishes depth and breadth of published knowledge contributions, and provides new insights into how scientists’ personal dispositions influence research processes and products. PMID:25733900

Different personal propensities among scientists relate to deeper vs. broader knowledge contributions.

PubMed

Bateman, Thomas S; Hess, Andrew M

2015-03-24

Scientific journal publications, and their contributions to knowledge, can be described by their depth (specialized, domain-specific knowledge extensions) and breadth (topical scope, including spanning multiple knowledge domains). Toward generating hypotheses about how scientists' personal dispositions would uniquely predict deeper vs. broader contributions to the literature, we assumed that conducting broader studies is generally viewed as less attractive (e.g., riskier) than conducting deeper studies. Study 1 then supported our assumptions: the scientists surveyed considered a hypothetical broader study, compared with an otherwise-comparable deeper study, to be riskier, a less-significant opportunity, and of lower potential importance; they further reported being less likely to pursue it and, in a forced choice, most chose to work on the deeper study. In Study 2, questionnaire measures of medical researchers' personal dispositions and 10 y of PubMed data indicating their publications' topical coverage revealed how dispositions differentially predict depth vs. breadth. Competitiveness predicted depth positively, whereas conscientiousness predicted breadth negatively. Performance goal orientation predicted depth but not breadth, and learning goal orientation contrastingly predicted breadth but not depth. Openness to experience positively predicted both depth and breadth. Exploratory work behavior (the converse of applying and exploiting one's current knowledge) predicted breadth positively and depth negatively. Thus, this research distinguishes depth and breadth of published knowledge contributions, and provides new insights into how scientists' personal dispositions influence research processes and products.

The Effect of Tertiary Teachers' Goal Orientations for Teaching on Their Commitment: The Mediating Role of Teacher Engagement

ERIC Educational Resources Information Center

Han, Jiying; Yin, Hongbiao; Wang, Wenlan

2016-01-01

This study explored the effect of tertiary teachers' goal orientations for teaching on their commitment, with a particular focus on the mediating role of teacher engagement. The results of a survey of 597 Chinese tertiary teachers indicated that teacher commitment was positively predicted by ability approach, mastery and relational goals, but was…

The Company They Keep and Avoid: Social Goal Orientation as a Predictor of Children's Ethnic Segregation

ERIC Educational Resources Information Center

Wilson, Travis M.; Rodkin, Philip C.; Ryan, Allison M.

2014-01-01

This study examined whether social goal orientation (i.e., demonstration-approach, demonstration--avoid, and social development goals) predicts changes in ethnic segregation among 4th and 5th grade African American and European American children (n = 713, ages 9-11 years) from fall to spring. Segregation measures were (a) same-ethnicity favoritism…

Intrinsic motivation, performance, and the mediating role of mastery goal orientation: a test of self-determination theory.

PubMed

Cerasoli, Christopher P; Ford, Michael T

2014-01-01

Although intrinsic motivation has been linked repeatedly to performance and outcomes, the causal relationship between the two has remained unclear. To explain the link, this study considered the focusing influence of mastery goals. Using a three-wave panel study and hypotheses drawn from self-determination theory and achievement goal theory, the current study sought to clarify the relationships between intrinsic motivation, mastery goal orientation, and performance. Specifically, the current study hypothesized and found that mastery goals mediated (explained) the relationship between intrinsic motivation and performance.

Importance of the Motivational Climate in Goal, Enjoyment, and the Causes of Success in Handball Players.

PubMed

Granero-Gallegos, Antonio; Gómez-López, Manuel; Rodríguez-Suárez, Nuria; Abraldes, J Arturo; Alesi, Marianna; Bianco, Antonino

2017-01-01

The purpose of the study is to examine the effects of the motivational climate created by the coach and perceived by a group of young handball players on their goal orientations, their beliefs regarding reasons for success and their self-satisfaction. The study participants were 159 young handball players. Players were administered a battery composed of tests to measure the above-mentioned motivational constructs. Results showed that a perceived mastery-oriented motivational climate was positively related to a task-centered goal orientation, enjoyment, and a belief that success may be achieved through effort. In contrast, a perceived performance-orientated training climate was linked to an ego-centered goal orientation, boredom, or lack of enthusiasm, and a belief that the routes of success in this sport are the abilities and the use of deception techniques. On the whole, this study underlines the educational role of the coach in young handball players. Specifically, the coach's socializing role influences both handball player's commitment and positive motivational profile as well as sport performance.

Importance of the Motivational Climate in Goal, Enjoyment, and the Causes of Success in Handball Players

PubMed Central

Granero-Gallegos, Antonio; Gómez-López, Manuel; Rodríguez-Suárez, Nuria; Abraldes, J. Arturo; Alesi, Marianna; Bianco, Antonino

2017-01-01

The purpose of the study is to examine the effects of the motivational climate created by the coach and perceived by a group of young handball players on their goal orientations, their beliefs regarding reasons for success and their self-satisfaction. The study participants were 159 young handball players. Players were administered a battery composed of tests to measure the above-mentioned motivational constructs. Results showed that a perceived mastery-oriented motivational climate was positively related to a task-centered goal orientation, enjoyment, and a belief that success may be achieved through effort. In contrast, a perceived performance-orientated training climate was linked to an ego-centered goal orientation, boredom, or lack of enthusiasm, and a belief that the routes of success in this sport are the abilities and the use of deception techniques. On the whole, this study underlines the educational role of the coach in young handball players. Specifically, the coach’s socializing role influences both handball player’s commitment and positive motivational profile as well as sport performance. PMID:29250011

Effects of Achievement Goals on Challenge Seeking and Feedback Processing: Behavioral and fMRI Evidence

PubMed Central

Lee, Woogul; Kim, Sung-il

2014-01-01

We conducted behavioral and functional magnetic resonance imaging (fMRI) research to investigate the effects of two types of achievement goals—mastery goals and performance-approach goals— on challenge seeking and feedback processing. The results of the behavioral experiment indicated that mastery goals were associated with a tendency to seek challenge, both before and after experiencing difficulty during task performance, whereas performance-approach goals were related to a tendency to avoid challenge after encountering difficulty during task performance. The fMRI experiment uncovered a significant decrease in ventral striatal activity when participants received negative feedback for any task type and both forms of achievement goals. During the processing of negative feedback for the rule-finding task, performance-approach-oriented participants showed a substantial reduction in activity in the dorsolateral prefrontal cortex (DLPFC) and the frontopolar cortex, whereas mastery-oriented participants showed little change. These results suggest that performance-approach-oriented participants are less likely to either recruit control processes in response to negative feedback or focus on task-relevant information provided alongside the negative feedback. In contrast, mastery-oriented participants are more likely to modulate aversive valuations to negative feedback and focus on the constructive elements of feedback in order to attain their task goals. We conclude that performance-approach goals lead to a reluctant stance towards difficulty, while mastery goals encourage a proactive stance. PMID:25251396

Rehabilitation of executive functioning with training in attention regulation applied to individually defined goals: a pilot study bridging theory, assessment, and treatment.

PubMed

Novakovic-Agopian, Tatjana; Chen, Anthony J-W; Rome, Scott; Abrams, Gary; Castelli, Holli; Rossi, Annemarie; McKim, Ryan; Hills, Nancy; D'Esposito, Mark

2011-01-01

To assess feasibility and effects of training in goal-oriented attentional self-regulation for patients with brain injury and chronic executive dysfunction. Sixteen individuals with chronic brain injury and mild to moderate executive dysfunction. Participants were divided into 2 groups: one group completed goal-oriented attentional self-regulation training during the first 5 weeks, followed by a brief (2-hour) educational instruction session as a control midway through the second 5 weeks; the other group participated in reverse order. Neuropsychological and functional performance assessed at baseline and at weeks 5 and 10. Participants found training in goal-oriented attentional self-regulation engaging, incorporated some trained strategies into daily life, and reported subjective improvements in personal functioning. At week 5, participants who completed goals training significantly improved on tests of attention and executive function and had fewer functional task failures, while performance did not change after educational instruction. At week 10, participants who crossed over from educational instruction to goals training also significantly improved on attention and executive function tests. Participants who crossed from goals training to educational instruction maintained their week 5 gains. Training in goal-oriented attentional self-regulation is theoretically driven and feasible in a research setting. Pilot results suggest improvements in cognitive and functional domains targeted by the intervention.

The Relationships among Students' Future-Oriented Goals and Subgoals, Perceived Task Instrumentality, and Task-Oriented Self-Regulation Strategies in an Academic Environment

ERIC Educational Resources Information Center

Tabachnick, Sharon E.; Miller, Raymond B.; Relyea, George E.

2008-01-01

The authors performed path analysis, followed by a bootstrap procedure, to test the predictions of a model explaining the relationships among students' distal future goals (both extrinsic and intrinsic), their adoption of a middle-range subgoal, their perceptions of task instrumentality, and their proximal task-oriented self-regulation strategies.…

Both the "What" and "Why" of Youth Sports Participation Matter; a Conditional Process Analysis.

PubMed

Gjesdal, Siv; Appleton, Paul R; Ommundsen, Yngvar

2017-01-01

This study builds on previous research combining achievement goal orientation from Achievement Goal Theory and motivational regulation from Self-Determination Theory. The aim was to assess the combination of the "what" and "why" of youth sport activity, and how it relates to the need for competence and self-esteem. Achievement goal orientation, specifically task and ego, was employed to represent the "what", whilst intrinsic and external regulation reflected the "why". Based on a sample of 496 youth sports participants, structural equation modeling with a bootstrapping procedure was used to examine whether the indirect relationship between achievement goal orientation and self-esteem was conditional to motivational regulation. The results show partial support for the conditional process models. Specifically, task orientation was indirectly linked with self-esteem through competence need, and the relationship was stronger with higher levels of intrinsic regulation for sport. Furthermore, ego orientation was negatively associated with self-esteem through a positive relationship with competence frustration. However, this relationship emerged only for those higher in intrinsic regulation. External regulation did not emerge as a moderator, but presented a positive relationship with competence frustration. Findings are discussed in light of both Achievement Goal Theory and Self-Determination Theory, and underline the importance of considering both the "what" and "why" when attempting to understand motivation in youth sport.

The impact of within-school autonomy on students' goal orientations and engagement with mathematics

NASA Astrophysics Data System (ADS)

Carmichael, Colin; Muir, Tracey; Callingham, Rosemary

2017-03-01

School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with students' perceptions of the mastery and performance goal orientations of their classrooms and personally using surveys. Schools were identified as having high or low levels of autonomy on the basis of school leaders' responses. For the study discussed in this paper, a subset of 14 schools for which matched student and teacher data were available provided students' responses to a variety of variables including goal orientations. The findings suggested students in high-autonomy schools were less likely to hold a personal performance approach and avoidance goals than their peers in low-autonomy schools. Fifty-five case studies conducted in 52 schools provided evidence of some of the practical aspects of these findings, which have implications for systems, schools and teachers.

The Positive Effect of Authoritarian Leadership on Employee Performance: The Moderating Role of Power Distance.

PubMed

Wang, Honglei; Guan, Bichen

2018-01-01

Based on goal setting theory, this study explores the positive effect and influencing process of authoritarian leadership on employee performance, as well as the moderating role of individual power distance in this process. Data from 211 supervisor-subordinate dyads in Chinese organizations indicates that authoritarian leadership is positively associated with employee performance, and learning goal orientation mediates this relationship. Furthermore, power distance moderates the effect of authoritarian leadership on learning goal orientation, such that the effect was stronger when individual power distance was higher. The indirect effect of authoritarian leadership on employee performance via learning goal orientation is also moderated by power distance. Theoretical and managerial implications and future directions are also discussed.

The Positive Effect of Authoritarian Leadership on Employee Performance: The Moderating Role of Power Distance

PubMed Central

Wang, Honglei; Guan, Bichen

2018-01-01

Based on goal setting theory, this study explores the positive effect and influencing process of authoritarian leadership on employee performance, as well as the moderating role of individual power distance in this process. Data from 211 supervisor-subordinate dyads in Chinese organizations indicates that authoritarian leadership is positively associated with employee performance, and learning goal orientation mediates this relationship. Furthermore, power distance moderates the effect of authoritarian leadership on learning goal orientation, such that the effect was stronger when individual power distance was higher. The indirect effect of authoritarian leadership on employee performance via learning goal orientation is also moderated by power distance. Theoretical and managerial implications and future directions are also discussed. PMID:29628902

The development of a patient-specific method for physiotherapy goal setting: a user-centered design.

PubMed

Stevens, Anita; Köke, Albère; van der Weijden, Trudy; Beurskens, Anna

2018-08-01

To deliver client-centered care, physiotherapists need to identify the patients' individual treatment goals. However, practical tools for involving patients in goal setting are lacking. The purpose of this study was to improve the frequently used Patient-Specific Complaints instrument in Dutch physiotherapy, and to develop it into a feasible method to improve physiotherapy goal setting. An iterative user-centered design was conducted in co-creation with the physiotherapists and patients, in three phases. Their needs and preferences were identified by means of group meetings and questionnaires. The new method was tested in several field tests in physiotherapy practices. Four main objectives for improvement were formulated: clear instructions for the administration procedure, targeted use across the physiotherapy process, client-activating communication skills, and a client-centered attitude of the physiotherapist. A theoretical goal-setting framework and elements of shared decision making were integrated into the new-called, Patient-Specific Goal-setting method, together with a practical training course. The user-centered approach resulted in a goal-setting method that is fully integrated in the physiotherapy process. The new goal-setting method contributes to a more structured approach to goal setting and enables patient participation and goal-oriented physiotherapy. Before large-scale implementation, its feasibility in physiotherapy practice needs to be investigated. Implications for rehabilitation Involving patients and physiotherapists in the development and testing of a goal-setting method, increases the likelihood of its feasibility in practice. The integration of a goal-setting method into the physiotherapy process offers the opportunity to focus more fully on the patient's goals. Patients should be informed about the aim of every step of the goal-setting process in order to increase their awareness and involvement. Training physiotherapists to use a patient-specific method for goal setting is crucial for a correct application.

Multiple Goals, Satisfaction, and Achievement in University Undergraduate Education: A Student Experience in the Research University (SERU) Project Research Paper. Research & Occasional Paper Series: CSHE.2.07

ERIC Educational Resources Information Center

Roebken, Heinke

2007-01-01

This study examines the relationship between student goal orientation and student satisfaction, academic engagement, and achievement. A variety of studies has shown that the type of goal orientation determines students' cognitive and behavioral reactions as well as their educational performance. Using data on 2309 college students from the…

Psychological variables underlying political orientations in an old and a new democracy: A comparative study between Sweden and Latvia.

PubMed

Dimdins, Girts; Sandgren, Maria; Montgomery, Henry

2016-10-01

This study examines in detail the psychological variables underlying ideological political orientation, and structure and contents of this orientation, in Sweden and Latvia. Individual political orientation is conceptualized on two dimensions: acceptance vs. rejection of social change and acceptance vs. rejection of inequality. Swedish (N = 320) and Latvian (N = 264) participants completed measures of political orientation, Social Dominance Orientation (SDO), Right Wing Authoritarianism (RWA), self vs. other orientation, tolerance for ambiguity, humanism and normativism, core political values, system justification, as well as moral foundations questionnaire and portrait values questionnaire. The results showed that the relation among the measured variables was similar in both samples. Swedish participants showed stronger endorsement of egalitarian attitudes and social values, whereas we found more self-enhancing and socially conservative values and attitudes among the Latvian participants. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Predictors of obesity bias among exercise science students.

PubMed

Langdon, Jody; Rukavina, Paul; Greenleaf, Christy

2016-06-01

The purpose of the present study was to investigate particular psychosocial predictors of obesity bias in prehealth professionals, which include the internalization of athletic and general body ideals, perceived media pressure and information, and achievement goal orientations. Exercise science undergraduate students (n= 242) filled out a survey containing questions of demographic characteristics, achievement goals, social-cultural attitudes toward appearance (using Sociocultural Attitudes Towards Appearance Questionnaire-3), and obesity bias measurements (using the antifat attitudes test and fat phobia scale). The results indicated that students were explicitly biased toward overweight and obese individuals, held had high task and ego goals, and had high internalization of an athletic body type ideal, as determined by mean scores being above the median values for each scale. Internalization of the athletic body type predicted obesity bias for fat phobia, weight control blame, and physical/romantic attractiveness. In conclusion, exercise science students may enter programs socialized from society and sport, and, potentially, these psychosocial attitudes and beliefs may have implications to working with future clients, especially for those of the general population and those whose body shape and size are different than themselves. Copyright © 2016 The American Physiological Society.

Telerehabilitation for addressing executive dysfunction after traumatic brain injury.

PubMed

Ng, Edith M W; Polatajko, Helene J; Marziali, Elsa; Hunt, Anne; Dawson, Deirdre R

2013-01-01

To investigate the feasibility of implementing the Cognitive Orientation to daily Occupational Performance approach (CO-OP) in a telerehabilitation format and to examine its impact on community integration and executive dysfunction for adults with traumatic brain injury (TBI). A pilot series of three case studies with 3-month follow-up was conducted. Three adults (all males, >10 years post-TBI) and their significant others were recruited. The CO-OP intervention, a meta-cognitive approach, was delivered through videoconferencing via Internet to train three of five participant-identified goals. Two goals were not trained to allow examination of transfer. Outcome measures included the Canadian Occupational Performance Measure, the Mayo-Portland Adaptability Inventory-4 Participation Index, and the Dysexecutive Questionnaire. Descriptive statistical analysis was used. The CO-OP approach administered in a telerehabilitation format was found to be feasible. All participants indicated self-reported improvement in both trained and untrained goals. Trends toward fewer symptoms of executive dysfunction and greater community integration were demonstrated. All participants expressed satisfaction with the Internet delivery method. Telerehabilitation shows promise as a way to deliver the CO-OP approach and may help promote community integration of individuals living with TBI. Further study is warranted.

Transformational Leadership, Transactional Contingent Reward, and Organizational Identification: The Mediating Effect of Perceived Innovation and Goal Culture Orientations.

PubMed

Xenikou, Athena

2017-01-01

Purpose: The aim of this research was to investigate the effect of transformational leadership and transactional contingent reward as complementary, but distinct, forms of leadership on facets of organizational identification via the perception of innovation and goal organizational values. Design/Methodology/Approach: Three studies were carried out implementing either a measurement of mediation or experimental-causal-chain design to test for the hypothesized effects. Findings: The measurement of mediation study showed that transformational leadership had a positive direct and indirect effect, via innovation value orientation, on cognitive identification, whereas transactional contingent reward was more strongly related to affective, rather than cognitive, identification, and goal orientation was a mediator of their link. The findings of the two experimental-causal-chain studies further supported the hypothesized effects. Transformational leadership was found to lead subordinates to perceive the culture as more innovative compared to transactional contingent reward, whereas transactional contingent reward led employees to perceive the culture as more goal, than innovation, oriented. Finally, innovation, compared to goal, value orientation increased cognitive identification, while goal orientation facilitated affective, rather than cognitive, identification. Implications: The practical implications involve the development of strategies organizations can apply, such as leadership training programs, to strengthen their ties with their employees, which, in turn, may have a positive impact on in-role, as well as extra-role, behaviors. Originality/Value: The originality of this research concerns the identification of distinct mechanisms explaining the effect of transformational leadership and transactional contingent reward on cognitive and affective identification applying an organizational culture perspective and a combination of measurement and causal mediation designs.

Transformational Leadership, Transactional Contingent Reward, and Organizational Identification: The Mediating Effect of Perceived Innovation and Goal Culture Orientations

PubMed Central

Xenikou, Athena

2017-01-01

Purpose: The aim of this research was to investigate the effect of transformational leadership and transactional contingent reward as complementary, but distinct, forms of leadership on facets of organizational identification via the perception of innovation and goal organizational values. Design/Methodology/Approach: Three studies were carried out implementing either a measurement of mediation or experimental-causal-chain design to test for the hypothesized effects. Findings: The measurement of mediation study showed that transformational leadership had a positive direct and indirect effect, via innovation value orientation, on cognitive identification, whereas transactional contingent reward was more strongly related to affective, rather than cognitive, identification, and goal orientation was a mediator of their link. The findings of the two experimental-causal-chain studies further supported the hypothesized effects. Transformational leadership was found to lead subordinates to perceive the culture as more innovative compared to transactional contingent reward, whereas transactional contingent reward led employees to perceive the culture as more goal, than innovation, oriented. Finally, innovation, compared to goal, value orientation increased cognitive identification, while goal orientation facilitated affective, rather than cognitive, identification. Implications: The practical implications involve the development of strategies organizations can apply, such as leadership training programs, to strengthen their ties with their employees, which, in turn, may have a positive impact on in-role, as well as extra-role, behaviors. Originality/Value: The originality of this research concerns the identification of distinct mechanisms explaining the effect of transformational leadership and transactional contingent reward on cognitive and affective identification applying an organizational culture perspective and a combination of measurement and causal mediation designs. PMID:29093688

Sex Role and Dating Orientation.

ERIC Educational Resources Information Center

McCabe, M. P.; Collins, J. K.

1979-01-01

Male and female subjects from three age groups completed questionnaires on sex roles and dating orientations. Males approached dating from both a psychoaffectional and psychobiological orientation, while females approached it from a psychoaffectional orientation. Significant differences were found in dating attitudes between male and female…

Personality and Medical Specialty Choice: Technique Orientation versus People Orientation.

ERIC Educational Resources Information Center

Borges, Nicole J.; Osmon, William R.

2001-01-01

Results of the 16 Personality Factor Questionnaire completed by 161 physicians indicated that role consciousness, abstractedness, and tough mindedness differentiated medical specialties (surgeons, anesthesiologists, family practitioners). Results correlated with the use of differences between person orientation and technique orientation to…

Goal-oriented robot navigation learning using a multi-scale space representation.

PubMed

Llofriu, M; Tejera, G; Contreras, M; Pelc, T; Fellous, J M; Weitzenfeld, A

2015-12-01

There has been extensive research in recent years on the multi-scale nature of hippocampal place cells and entorhinal grid cells encoding which led to many speculations on their role in spatial cognition. In this paper we focus on the multi-scale nature of place cells and how they contribute to faster learning during goal-oriented navigation when compared to a spatial cognition system composed of single scale place cells. The task consists of a circular arena with a fixed goal location, in which a robot is trained to find the shortest path to the goal after a number of learning trials. Synaptic connections are modified using a reinforcement learning paradigm adapted to the place cells multi-scale architecture. The model is evaluated in both simulation and physical robots. We find that larger scale and combined multi-scale representations favor goal-oriented navigation task learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

Achievement goals as mediators of the relationship between competence beliefs and test anxiety.

PubMed

Putwain, David W; Symes, Wendy

2012-06-01

Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations. Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. Competence beliefs were inversely related to the worry and tension components of test anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and test anxiety. ©2011 The British Psychological Society.

The Impact of Job Involvement on Emotional Labor to Customer-Oriented Behavior: An Empirical Study of Hospital Nurses.

PubMed

Wang, Mei-Ling; Chang, Shu-Chen

2016-06-01

Healthcare is a profession that requires a high level of emotional labor (EL). Nurses provide frontline services in hospitals and thus typically experience high levels of EL. The quality of services that nurses provide impacts on how patients evaluate the service quality of hospitals. The aim of this study is to explore the relationships among EL, job involvement (JI), and customer-oriented behavior (COB) in the context of the nursing profession. The participants in this study were nurses at eight hospitals, all located in Taiwan. This study used a self-reporting questionnaire. Research data were gathered at two discrete periods (A and B). Questionnaire A collected data on EL and JI, and Questionnaire B collected data on COB. Five hundred questionnaires were sent out to qualified participants, and 472 valid questionnaires were returned. Hierarchical regression analysis was used to test the hypotheses. The expression of positive emotion (EPE) and the suppression of negative emotion (SNE) were found to positively affect the patient-oriented COB. Furthermore, the EPE was found to positively affect the task-oriented COB. In terms of the moderating effect of JI, JI was found to relate positively to the EPE, patient-oriented COB, and task-oriented COB. In addition, higher values of JI were found to weaken the relationship between the SNE and the task-oriented COB. It has become an increasingly popular practice for hospital organizations to work to promote the COB of their nursing staffs. The results of this study prove empirically that a relationship exists among EL, COB, and JI in nurses. This study contributes to the related literature, enhances the knowledge of hospital and nursing administrators with regard to EL and COB, and offers a reference for hospital managers who are responsible for designing and executing multidisciplinary programs and for managing hospital-based human resources.

Teachers' Goal Orientation Profiles and Participation in Professional Development Activities

ERIC Educational Resources Information Center

Kunst, Eva M.; van Woerkom, Marianne; Poell, Rob F.

2018-01-01

Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in professional development activities (acquiring…

Self-Regulation in Online Learning

ERIC Educational Resources Information Center

Cho, Moon-Heum; Shen, Demei

2013-01-01

The purpose of this study was to examine the role of goal orientation and academic self-efficacy in student achievement mediated by effort regulation, metacognitive regulation, and interaction regulation in an online course. The results show that intrinsic goal orientation and academic self-efficacy predicted students' metacognitive…

Orienting Oneself for Leadership: The Role of Goal Orientation in Leader Developmental Readiness.

PubMed

Culbertson, Satoris S; Jackson, Alexander T

2016-01-01

The ways in which individuals approach achievement situations influence their use of self-management activities such as goal setting, feedback seeking, and developmental strategies, and ultimately impact success in leader development. © 2016 Wiley Periodicals, Inc., A Wiley Company.

Goal orientation and its relationship to academic success in a laptop-based BScN program.

PubMed

Goldsworthy, Sandra J; Goodman, Bill; Muirhead, Bill

2005-01-01

This longitudinal study, conducted within a laptop-based BScN program examines the relationship of goal orientation profiles to comfort with technology and academic success. In phase 1 of this study, 101 first year nursing students completed an on line survey. The measurement tools used were Goal Orientation Assessment, Multiple Intelligences Learning Inventory and a locally developed Technology Comfort survey. Results showed that students were predominantly high in the mastery goal orientation profile. Males had a higher comfort level with technology. Age was inversely related to comfort with technology. An unexpected finding was that grade point average was inversely related to comfort with use of technology. The data did not support the commonly held belief that today's students are uniformly well-skilled and comfortable with new technologies. This study will continue over the next three years and will allow comparison of variables over time. Specific teaching interventions may be developed to accommodate varying learning and motivational styles in relation to comfort with technology.

Structural Equation Modeling of Writing Proficiency Using Can-Do Questionnaires

ERIC Educational Resources Information Center

Kobayashi, Wakako

2017-01-01

The purposes of this study were to validate the writing section of the Eiken Can-Do Questionnaires used in this study and the second purpose was to determine the effects of ten affective orientations (i.e., Desire to Write English, Attitude Toward Learning to Write English, Motivational Intensity, Instrumental Orientation for Writing in English,…

Psychometric Analysis of the Orientations to Happiness Questionnaire in Taiwanese Undergraduate Students

ERIC Educational Resources Information Center

Chen, Lung Hung; Tsai, Ying-Mei; Chen, Mei-Yen

2010-01-01

The aim of this study was to examine the psychometric properties of the Orientations to Happiness Questionnaire (OHQ; Peterson et al. in "J Happiness Stud" 6(1):25-41, 2005) in Taiwanese students. The participants were 578 undergraduate students (M[subscript age] = 18.64, SD = 1.02) and completed the OHQ, satisfaction with life scale…

Assessing Motivation of Secondary School Students: An Analysis of Promotion and Prevention Orientations as Measured by the Regulatory Focus Questionnaire

ERIC Educational Resources Information Center

Hodis, Flaviu A.; Hodis, Georgeta M.

2017-01-01

Measuring human motivation requires understanding the outcomes individuals value and the strategies they prefer to employ to attain them. Knowledge of promotion and prevention, two pivotal motivation orientations, provide key information regarding these aspects. The Regulatory Focus Questionnaire, which measures these two independent constructs,…

Swedish Orienteers: A Survey Study.

ERIC Educational Resources Information Center

Ottosson, Torgny

1995-01-01

A survey questionnaire was sent to 1,200 members of Swedish orienteering clubs. Some common beliefs about orienteers were verified. Respondents identifying themselves as active orienteers were often well educated and in the upper middle class, had a healthy lifestyle, and tended to participate as families. (Author/TD)

Identification of Behavioral Indicators in Political Protest Music

DTIC Science & Technology

2015-12-01

to ways to influence that behavior. Political protest songs are one such source. Protest music is goal-oriented, and lyrics often parallel movement ... music is goal-oriented, and lyrics often parallel movement goals of potential TAs. This thesis examines how political protest music can help identify... movement theory in order to bridge the MISO doctrine with music theories and understand what influences people to change their behavior and act or

Goal setting practice in chronic low back pain. What is current practice and is it affected by beliefs and attitudes?

PubMed

Gardner, Tania; Refshauge, Kathryn; McAuley, James; Hübscher, Markus; Goodall, Stephen; Smith, Lorraine

2018-01-18

Goal setting, led by the patient, is promising as an effective treatment for the management of chronic low back pain (CLBP); however, little is known about current practice. The aims of the study were to explore (1) current goal setting practice in CLBP among physiotherapists; (2) perceived barriers to goal setting in CLBP; and (3) relationship between clinician's attitudes and beliefs and goal setting practice. A cross-sectional observational survey. The majority of respondents used goal setting with the main aim of facilitating self-management. The greatest number of goals were set with 50% therapist/50% patient involvement. The most common perceived barriers to goal setting related to time constraints and lack of skill and confidence. A higher biomedical score for treatment orientation of the therapist was associated with a lower patient involvement score. Goal setting is common practice for CLBP and is perceived as a high priority. It is more often a collaboration between therapist and patient rather than patient-led with treatment orientation of the physiotherapist a predictor of patient involvement. Education of healthcare professionals needs to include better understanding of chronic pain to orient them away from a biomedical treatment approach, as well as to enhance skills in facilitating patient involvement in goal setting.

Theories of Intelligence: Background and Measures.

ERIC Educational Resources Information Center

Dweck, Carol S.; Henderson, Valanne L.

Research on implicit beliefs or theories about intelligence has shown that those with entity theories tend to be oriented toward performance goals--that is, toward documenting their intelligence, while those with incremental theories tend to be oriented toward learning goals--that is, toward developing their intelligence. This paper discusses…

Fostering Creativity in the Classroom: Effects of Teachers' Epistemological Beliefs, Motivation, and Goal Orientation

ERIC Educational Resources Information Center

Hong, Eunsook; Hartzell, Stephanie A.; Greene, Mary T.

2009-01-01

The relationships of teachers' epistemological beliefs, motivation, and goal orientation to their instructional practices that foster student creativity were examined. Teachers' perceived instructional practices that facilitate the development of multiple perspectives in problem solving, transfer, task commitment, creative skill use, and…

Motivation Orientations, Academic Achievement, and Career Goals of Undergraduate Music Education Majors

ERIC Educational Resources Information Center

Schmidt, Charles P.; Zdzinski, Stephen F.; Ballard, Dennis L.

2006-01-01

This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions…

Dispositional and Situational Learning Goals and Children's Self-Regulation

ERIC Educational Resources Information Center

Hole, Jennifer L.; Crozier, W. Ray

2007-01-01

Background: Little research has examined interactions between self-reported dispositional and experimentally manipulated situational group orientations in their effect on self-regulation. Aims: The aim of the study was to investigate the effect of dispositional and situational learning goal orientation on children's self-efficacy and engagement…

Proximal antecedents and correlates of adopted error approach: a self-regulatory perspective.

PubMed

Van Dyck, Cathy; Van Hooft, Edwin; De Gilder, Dick; Liesveld, Lillian

2010-01-01

The current study aims to further investigate earlier established advantages of an error mastery approach over an error aversion approach. The two main purposes of the study relate to (1) self-regulatory traits (i.e., goal orientation and action-state orientation) that may predict which error approach (mastery or aversion) is adopted, and (2) proximal, psychological processes (i.e., self-focused attention and failure attribution) that relate to adopted error approach. In the current study participants' goal orientation and action-state orientation were assessed, after which they worked on an error-prone task. Results show that learning goal orientation related to error mastery, while state orientation related to error aversion. Under a mastery approach, error occurrence did not result in cognitive resources "wasted" on self-consciousness. Rather, attention went to internal-unstable, thus controllable, improvement oriented causes of error. Participants that had adopted an aversion approach, in contrast, experienced heightened self-consciousness and attributed failure to internal-stable or external causes. These results imply that when working on an error-prone task, people should be stimulated to take on a mastery rather than an aversion approach towards errors.

Both the “What” and “Why” of Youth Sports Participation Matter; a Conditional Process Analysis

PubMed Central

Gjesdal, Siv; Appleton, Paul R.; Ommundsen, Yngvar

2017-01-01

This study builds on previous research combining achievement goal orientation from Achievement Goal Theory and motivational regulation from Self-Determination Theory. The aim was to assess the combination of the “what” and “why” of youth sport activity, and how it relates to the need for competence and self-esteem. Achievement goal orientation, specifically task and ego, was employed to represent the “what”, whilst intrinsic and external regulation reflected the “why”. Based on a sample of 496 youth sports participants, structural equation modeling with a bootstrapping procedure was used to examine whether the indirect relationship between achievement goal orientation and self-esteem was conditional to motivational regulation. The results show partial support for the conditional process models. Specifically, task orientation was indirectly linked with self-esteem through competence need, and the relationship was stronger with higher levels of intrinsic regulation for sport. Furthermore, ego orientation was negatively associated with self-esteem through a positive relationship with competence frustration. However, this relationship emerged only for those higher in intrinsic regulation. External regulation did not emerge as a moderator, but presented a positive relationship with competence frustration. Findings are discussed in light of both Achievement Goal Theory and Self-Determination Theory, and underline the importance of considering both the “what” and “why” when attempting to understand motivation in youth sport. PMID:28491048

Anisotropic norm-oriented mesh adaptation for a Poisson problem

NASA Astrophysics Data System (ADS)

Brèthes, Gautier; Dervieux, Alain

2016-10-01

We present a novel formulation for the mesh adaptation of the approximation of a Partial Differential Equation (PDE). The discussion is restricted to a Poisson problem. The proposed norm-oriented formulation extends the goal-oriented formulation since it is equation-based and uses an adjoint. At the same time, the norm-oriented formulation somewhat supersedes the goal-oriented one since it is basically a solution-convergent method. Indeed, goal-oriented methods rely on the reduction of the error in evaluating a chosen scalar output with the consequence that, as mesh size is increased (more degrees of freedom), only this output is proven to tend to its continuous analog while the solution field itself may not converge. A remarkable quality of goal-oriented metric-based adaptation is the mathematical formulation of the mesh adaptation problem under the form of the optimization, in the well-identified set of metrics, of a well-defined functional. In the new proposed formulation, we amplify this advantage. We search, in the same well-identified set of metrics, the minimum of a norm of the approximation error. The norm is prescribed by the user and the method allows addressing the case of multi-objective adaptation like, for example in aerodynamics, adaptating the mesh for drag, lift and moment in one shot. In this work, we consider the basic linear finite-element approximation and restrict our study to L2 norm in order to enjoy second-order convergence. Numerical examples for the Poisson problem are computed.

Curriculum Orientation of Lecturers in Teacher Training College in Malaysia

ERIC Educational Resources Information Center

Salleh, Halimatussaadiah; Hamdan, Abdul Rahim; Yahya, Fauziah; Jantan, Hafsah

2015-01-01

Curriculum development in teacher training college can be facilitated by indentifying the lecturers curriculum orientation. This study focuses on curriculum orientation of lecturer in Teacher Training Colleges (TTC) in Malaysia. Data were collected through questionnaire survey using the Curriculum Orientation Inventory, an instrument developed by…

A Comparison of Learning Disabled and Nondisabled Adolescent Motivational Processes.

ERIC Educational Resources Information Center

Golumbia, Linda R.; Hillman, Stephen B.

This research explored cognitive-motivational patterns of learning-disabled and nondisabled adolescents by employing the theoretical model of C. S. Dweck, which posits that a "learning goal" orients students toward the development of competence, whereas a "performance goal" orients students toward the documentation of competence, and that these…

College Students' Goal Orientations, Situational Motivation and Effort/Persistence in Physical Activity Classes

ERIC Educational Resources Information Center

Gao, Zan; Podlog, Leslie W.; Harrison, Louis

2012-01-01

The purpose of this study was to examine relationships among college students' 2 x 2 goal orientations (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], performance-avoidance [PAv]), situational motivation (intrinsic motivation, identified regulation, external regulation and amotivation) and effort/persistence in…

Core Self-Evaluation and Goal Orientation: Understanding Work Stress

ERIC Educational Resources Information Center

Morris, Michael Lane; Messal, Carrie B.; Meriac, John P.

2013-01-01

This study investigates the dispositional factors related to work stress. Specifically, previous research has demonstrated a relationship between core self-evaluation (CSE) and general life stress. This article extends past research by examining the relationship between CSE and work stress, and includes goal orientation as a potential mediator of…

Modeling Gameplay Enjoyment, Goal Orientations, and Individual Characteristics

ERIC Educational Resources Information Center

Quick, John M.; Atkinson, Robert K.

2014-01-01

The purpose of this study was to investigate the relationships between gameplay enjoyment, gaming goal orientations, and individual characteristics. A total of 301 participants were surveyed and the data were analyzed using structural equation modeling. This led to an expanded Gameplay Enjoyment Model (GEM) with 41 game design features that…

Predicting Undergraduate Leadership Student Goal Orientation Using Personality Traits

ERIC Educational Resources Information Center

Lamm, Kevan W.; Sheikh, Emana; Carter, Hannah S.; Lamm, Alexa J.

2017-01-01

Finding strategies to increase the motivation of students, their connection with the material, and retention of the content, has been very important within leadership education. Previous research studies have shown that personality traits can predict desired outcomes, including goal orientation or motivational disposition. However, there have not…

Mobile Learning and Achievement Goal Orientation Profiles

ERIC Educational Resources Information Center

Asplund, Minna

2014-01-01

Students with different achievement goal orientations have different approaches towards learning and studying. There is a widespread interest to find an easy access into learning spaces for those students who have low motivation with fear of failure and academic withdrawal. Mobile learning offers an easily accessible chance with low threshold to…

Goal-Orientated Group Intervention for Children with Developmental Coordination Disorder

ERIC Educational Resources Information Center

Dunford, Carolyn

2011-01-01

This study measures the effectiveness of a goal-orientated group intervention using concentrated practice schedules for children with developmental coordination disorder (DCD). The study design is repeated measures. The sample comprises eight children with DCD, aged 7-11 years. Outcome measures are the Movement Assessment Battery for Children…

Modern Psychometrics for Assessing Achievement Goal Orientation: A Rasch Analysis

ERIC Educational Resources Information Center

Muis, Krista R.; Winne, Philip H.; Edwards, Ordene V.

2009-01-01

Background: A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. Aim: We conducted traditional psychometric and modern Rasch-model analyses of the…

A Model of Metacognition, Achievement Goal Orientation, Learning Style and Self-Efficacy

ERIC Educational Resources Information Center

Coutinho, Savia A.; Neuman, George

2008-01-01

Structural equation modelling was used to test a model integrating achievement goal orientation, learning style, self-efficacy and metacognition into a single framework that explained and predicted variation in performance. Self-efficacy was the strongest predictor of performance. Metacognition was a weak predictor of performance. Deep processing…

Exploring Students' Reflective Thinking Practice, Deep Processing Strategies, Effort, and Achievement Goal Orientations

ERIC Educational Resources Information Center

Phan, Huy Phuong

2009-01-01

Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students' academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in…

Self-Efficacy, Goal Orientations and Learning Strategies as Mediators between Preceding and Subsequent Academic Achievement

ERIC Educational Resources Information Center

Diseth, Age

2011-01-01

High school grade point average (HSGPA), self-efficacy, goal orientations, learning strategies, and examination grade were measured in a sample of Norwegian undergraduate psychology students in order to investigate motives and strategies as mediators between preceding and subsequent academic achievement. Correlation analysis showed strong…

Self-Efficacy, Self-Regulation, and Goal Orientation: Learner Motivational Characteristics That Influence Online Student Performance

ERIC Educational Resources Information Center

Wintling, Cheral Ann

2012-01-01

Learner motivational constructs of self-efficacy, self-regulation, and goal orientation in predicting successful student performance in online courses were explored. Thirty-three undergraduate students from the online courses Introduction to Educational Technology and Introduction to Education completed sections of the Motivated Strategies for…

Analysing Lecturer Practice: The Role of Orientations and Goals

ERIC Educational Resources Information Center

Hannah, John; Stewart, Sepideh; Thomas, Mike

2011-01-01

This article continues a fairly recent trend of research examining the teaching practice of university mathematics lecturers. A lecturer's pedagogical practices in a course in linear algebra were discussed via a supportive community of inquiry. We use Schoenfeld's framework describing the relationship of resources, orientations and goals to…

Individualism-Collectivism and the Role of Goal Orientation in Organizational Training

ERIC Educational Resources Information Center

Rogers, Altovise; Spitzmueller, Christiane

2009-01-01

This research examines how individualism-collectivism and goal orientation impact training effectiveness through study of an internationally diverse sample of engineers who were undergoing technical training. In light of contemporary views of individualism-collectivism, we argue that collectivism will moderate the influence of learning and…

Goal-Orientation and Teacher Motivation among Teacher Applicants and Student Teachers

ERIC Educational Resources Information Center

Malmberg, Lars-Erik

2006-01-01

The relationship between goal-orientation, intrinsic/extrinsic motivation for the teaching profession, previous achievement and entrance scores was investigated among teacher applicants (Study 1; N=230), and student teachers (Study 2; N=114). Utilizing path-analyses the following relationships were found in both studies, between: (a) mastery goals…

College Student Disposition and Academic Self-Efficacy

ERIC Educational Resources Information Center

Conner, Timothy W., II; Skidmore, Ronald L.; Aagaard, Lola

2012-01-01

Dispositional optimism is an adopted orientation in which one believes that goals will generally be attained and that tasks can generally be successfully completed, whereas pessimists orient toward less belief in successful task or goal completion. A related concept, individuals with high self-efficacy believe they will be successful at particular…

Exercise adherence in patients with chronic obstructive pulmonary disease: an exploration of motivation and goals.

PubMed

Davis, Amy H T

2007-01-01

Adherence to an exercise regimen is challenging. Motivation is an important factor that can enhance exercise adherence. A key component of motivation is the setting and accomplishment of specified goals. Therefore, it is important to understand the relationship between patients' motivation and goals. Motivation and goal orientation in 14 participants with chronic obstructive pulmonary disease were assessed. Participants were also interviewed to explore their exercise and activity goals. Motivation was significantly associated with goal orientation. In addition, participants reported many explicit activity goals, but few participants had set specific exercise goals. The inconsistency between activity and exercise goals has not been reported previously. Findings from this preliminary study provide novel and relevant information that may help care providers understand factors that may influence exercise adherence in people with chronic obstructive pulmonary disease.

Moving beyond Achievement Data: Development of the Student Orientation to School Questionnaire as a Noncognitive Assessment Tool

ERIC Educational Resources Information Center

Burger, John M.; Nadirova, Anna; Keefer, Kateryna V.

2012-01-01

The Student Orientation to School Questionnaire (SOS-Q) is a multidimensional student-centered assessment tool for measuring psychosocial facilitators of student engagement. The SOS-Q is based in research on the self-system models of motivation and direct student input on perceived supports and barriers for high school completion. The current…

Mission Data System Java Edition Version 7

NASA Technical Reports Server (NTRS)

Reinholtz, William K.; Wagner, David A.

2013-01-01

The Mission Data System framework defines closed-loop control system abstractions from State Analysis including interfaces for state variables, goals, estimators, and controllers that can be adapted to implement a goal-oriented control system. The framework further provides an execution environment that includes a goal scheduler, execution engine, and fault monitor that support the expression of goal network activity plans. Using these frameworks, adapters can build a goal-oriented control system where activity coordination is verified before execution begins (plan time), and continually during execution. Plan failures including violations of safety constraints expressed in the plan can be handled through automatic re-planning. This version optimizes a number of key interfaces and features to minimize dependencies, performance overhead, and improve reliability. Fault diagnosis and real-time projection capabilities are incorporated. This version enhances earlier versions primarily through optimizations and quality improvements that raise the technology readiness level. Goals explicitly constrain system states over explicit time intervals to eliminate ambiguity about intent, as compared to command-oriented control that only implies persistent intent until another command is sent. A goal network scheduling and verification process ensures that all goals in the plan are achievable before starting execution. Goal failures at runtime can be detected (including predicted failures) and handled by adapted response logic. Responses can include plan repairs (try an alternate tactic to achieve the same goal), goal shedding, ignoring the fault, cancelling the plan, or safing the system.

Orienteering: Growth Patterns in the United States.

ERIC Educational Resources Information Center

Jeffery, Charles F.

The history of orienteering in the United States includes both military and civilian interest, with the period of greatest growth between 1970 and 1980. To investigate growth patterns in orienteering, questionnaires were mailed to 42 civilian orienteering clubs and 286 universities supporting senior Reserve Office Training Corps (ROTC)…

Differences regarding job satisfaction and job involvement of psychologists with different dominant career anchors.

PubMed

Bester, C L; Mouton, T

2006-08-01

In order to contribute to higher levels of job satisfaction, job involvement and productivity, a match or fit should be established between the dominant career anchor associated with a specific occupation and that of the employee. A career anchor is an individual's set of self-perceived talents, abilities, motives, needs and values that form the nucleus of one's occupational self-concept. Psychologists have always been part of the service orientated careers and therefore one would expect that it is likely that their dominant career anchor would be service orientation. If this is the case, psychologists with service as their dominant career anchor are supposed to have greater job satisfaction and job involvement compared to those with different career anchors. However, according to literature, this assumption is not necessarily correct. The primary goals of the current study were to determine whether in fact service is the dominant career anchor of psychologists in the Free State and whether there are significant differences regarding job satisfaction and job involvement between psychologists with and without service as their dominant career anchor. A third goal was to determine whether psychologists with different dominant career anchors differ significantly from one another regarding job satisfaction and job involvement. Questionnaires measuring career orientations, job satisfaction and job involvement were sent to 165 of the 171 registered psychologists in the Free State region. Only 75 psychologists (45,5%) responded which exceeded the traditional return rate of 20 to 30%. Due to the small sample of respondents, a nonparametric statistical test, namely the Mann Whitney U test was conducted to determine possible differences. An analysis of the data showed that 21 respondents had entrepreneurship as their dominant career orientation while 12 fell in the technical/functional, 12 in the challenging, 9 in the service and 8 in the autonomy categories of dominant career anchors. No significant differences regarding job satisfaction between psychologists with and without service as dominant career orientation could be determined. Both groups experienced a fairly high degree of job satisfaction and a higher level of intrinsic job satisfaction occurred compared to extrinsic job satisfaction. A significant difference between the two groups in terms of job involvement occurred. Psychologists with service as dominant career orientation showed a higher level of job involvement, although the degree of job involvement for both groups was fairly low. No significant differences regarding job satisfaction and job involvement among psychologists with different career orientations could be found.

Developing a Study Orientation Questionnaire in Mathematics for primary school students.

PubMed

Maree, Jacobus G; Van der Walt, Martha S; Ellis, Suria M

2009-04-01

The Study Orientation Questionnaire in Mathematics (Primary) is being developed as a diagnostic measure for South African teachers and counsellors to help primary school students improve their orientation towards the study of mathematics. In this study, participants were primary school students in the North-West Province of South Africa. During the standardisation in 2007, 1,013 students (538 boys: M age = 12.61; SD = 1.53; 555 girls: M age = 11.98; SD = 1.35; 10 missing values) were assessed. Factor analysis yielded three factors. Analysis also showed satisfactory reliability coefficients and item-factor correlations. Step-wise linear regression indicated that three factors (Mathematics anxiety, Study attitude in mathematics, and Study habits in mathematics) contributed significantly (R2 = .194) to predicting achievement in mathematics as measured by the Basic Mathematics Questionnaire (Primary).

An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters.

PubMed

Farrell, Laura; Bourgeois-Law, Gisele; Ajjawi, Rola; Regehr, Glenn

2017-03-01

Supervision in the outpatient context is increasingly in the form of single day interactions between students and preceptors. This creates difficulties for effective feedback, which often depends on a strong relationship of trust between preceptor and student. Building on feedback theories focusing on the relational and dialogic aspects of feedback, this study explored the use of goal-oriented feedback in brief encounters with learners. This study used autoethnography to explore one preceptor's feedback interactions over an eight-month period both in the ambulatory setting and on the wards. Data included written narrative reflections on feedback interactions with twenty-three learners informed by discussions with colleagues and repeated reading of feedback literature. Thematic and narrative analyses of data were performed iteratively. Data analysis emphasized four recurrent themes. (1) Goal discussions were most effective when initiated early and integrated throughout the learning experience. (2) Both learner and preceptor goals were multiple and varied, and feedback needed to reflect this complexity. (3) Negotiation or co-construction of goals was important when considering the focus of feedback discussions in order to create safer, more effective interactions. (4) Goal oriented interactions offer potential benefits to the learner and preceptor. Goal oriented feedback promotes dialogue as it requires both preceptor and learner to acknowledge and negotiate learning goals throughout their interaction. In doing so, feedback becomes an explicit component of the preceptor-learner relationship. This enhances feedback interactions even in relatively brief encounters, and may begin an early educational alliance that can be elaborated with longer interactions.

Situational theory of leadership.

PubMed

Waller, D J; Smith, S R; Warnock, J T

1989-11-01

The situational theory of leadership and the LEAD instruments for determining leadership style are explained, and the application of the situational leadership theory to the process of planning for and implementing organizational change is described. Early studies of leadership style identified two basic leadership styles: the task-oriented autocratic style and the relationship-oriented democratic style. Subsequent research found that most leaders exhibited one of four combinations of task and relationship behaviors. The situational leadership theory holds that the difference between the effectiveness and ineffectiveness of the four leadership styles is the appropriateness of the leader's behavior to the particular situation in which it is used. The task maturity of the individual or group being led must also be accounted for; follower readiness is defined in terms of the capacity to set high but attainable goals, willingness or ability to accept responsibility, and possession of the necessary education or experience for a specific task. A person's leadership style, range, and adaptability can be determined from the LEADSelf and LEADOther questionnaires. By applying the principles of the situational leadership theory and adapting their managerial styles to specific tasks and levels of follower maturity, the authors were successful in implementing 24-hour pharmacokinetic dosing services provided by staff pharmacists with little previous experience in clinical services. The situational leadership model enables a leader to identify a task, set goals, determine the task maturity of the individual or group, select an appropriate leadership style, and modify the style as change occurs. Pharmacy managers can use this model when implementing clinical pharmacy services.

Shared Leadership Improves Team Novelty: The Mechanism and Its Boundary Condition

PubMed Central

Sun, Xiaomin; Jie, Yuan; Wang, Yilu; Xue, Gang; Liu, Yan

2016-01-01

Previous research has revealed the significant impact of shared leadership on team creativity, yet the mechanism underlying this relationship has rarely been investigated. The current research examined how shared leadership influenced team creativity (novelty and usefulness) across 3 studies using both long-term project teams and temporal task teams in the laboratory. The results showed that shared leadership enhanced the novelty dimension of team creativity by improving constructive controversy. Furthermore, team goal orientation moderated this effect. The indirect effect of constructive controversy holds for teams with learning goal orientation but not for those with performance goal orientation. Such patterns were not found in the usefulness dimension of team creativity. PMID:28066289

The Impact of A "Brief ECT Orientation Module" on The Knowledge and Attitudes of Medical Students Towards ECT in India.

PubMed

Balhara, Yps; Yadav, T; Mathur, S; Kataria, Dk

2012-07-01

Electroconvulsive therapy (ECT) continues to be an intervention that attracts controversy in spite of its proven efficacy. There is limited literature on attitude and knowledge of medical students towards ECT from Asian and African countries. The current study assesses the impact of a "Brief ECT Orientation Module" on the knowledge of and attitudes of Indian medical students towards modified ECT. The study was conducted at a tertiary care multi-specialty hospital associated with a government medical college. The students were administered the study questionnaire on Day 1 of Psychiatry clerkship. Following this, they were administered the Brief ECT Orientation Module. Assessment was made using a questionnaire with items related to knowledge and attitude towards ECT before and after "Brief ECT Orientation Module." Fifty-nine students completed the study. There was a significant improvement in knowledge of medical students on all the three domains of the questionnaire for assessment of knowledge about ECT-related facts. A change in attitudes towards ECT was also observed following Brief ECT Orientation Module, especially among those who witnessed ECT administration. The findings of the current study suggest that the Brief ECT Orientation Module is effective in improving the knowledge and attitude of medical students towards ECT.

An evaluation of the leadership attitudes of managers in Turkish Armed Forces' hospitals.

PubMed

Kostik, Zafer; Forces, Turkish Armed; Sahin, Bayram; Demir, Cesim; Kavuncubasi, Sahin; Sen, Dervis

2005-03-01

As in any other institution, the success of hospitals, which use approximately one-half of all resources in the health sector, depends on moving human resources toward the institution's goals. Ensuring that the workers are used intentionally for specific, predetermined goals, and that the workers are motivated toward achieving these institutional goals are the responsibilities of the managers. In this study, the leadership attitudes of the higher rank executive officers in Turkish Armed Forces' military hospitals were evaluated. The managerial grid developed by Blake and Mouton was used to evaluate the leadership attitudes of the officers. A total of 172 questionnaires was sent out to managers, but only 142 (82.6%) were returned completed. The study results show that the managers substantially preferred team leadership styles in terms of leadership philosophy, planning, and evaluation functions, but preferred task-oriented leadership and mid-way leadership styles in terms of execution. Also, it was found that 72% of all managers practiced team leadership in terms of the overall leadership manner. It seems as if the type of leadership participants preferred was team leadership, and the least was passive leadership. From this finding, we suggest that the managers in Turkish Armed Forces' hospitals are not only interested in their work and goals, but also in the interests of their workers as human beings.

The relevance of goal-orientation for motivation in high versus low proneness to negative symptoms.

PubMed

Schlier, Björn; Engel, Maike; Fladung, Anne-Katharina; Fritzsche, Anja; Lincoln, Tania M

2017-06-01

The psychological mechanisms of why individuals with negative symptoms fail to initiate and perform goal-directed behavior are not well understood. Drawing on the reward-sensitivity and expectancy-value theories, we investigate whether negative symptom-like experiences (NSLE) are associated with generating less approach goals (aimed at reaching a positive outcome) and more avoidance goals (aimed at avoiding a negative outcome) and whether this type of goal-orientation explains motivational deficits (i.e., perceiving goals as less feasible and important and being less committed to them). Based on the continuum model of negative symptoms, we identified two parallelized extreme groups with high and low levels of NSLE (n = 37, respectively) in an ad-hoc online-sample of healthy individuals (N = 262) using the Community Assessment of Psychic Experiences. In an online study, these participants were instructed to generate approach and avoidance goals and to rate each goal in terms of feasibility, importance and goal-commitment. Participants with low levels of NSLE generated more approach than avoidance goals. Participants with high levels of NSLE showed no such difference due to increased numbers of avoidance goals. Furthermore, avoidance goal-orientation predicted reduced subjective feasibility and importance of goals and less goal-commitment. Results are based on a healthy sample rather than people with psychosis. No longitudinal or behavioral data for goal-striving was collected. People with NSLE generate more avoidance goals than controls. This is dysfunctional because it correlates with feeling less committed to reach one's goals. Optimizing goal-setting could be a promising starting-point for psychological interventions aimed at reducing negative symptoms. Copyright © 2017 Elsevier Ltd. All rights reserved.

Requirements Modeling with the Aspect-oriented User Requirements Notation (AoURN): A Case Study

NASA Astrophysics Data System (ADS)

Mussbacher, Gunter; Amyot, Daniel; Araújo, João; Moreira, Ana

The User Requirements Notation (URN) is a recent ITU-T standard that supports requirements engineering activities. The Aspect-oriented URN (AoURN) adds aspect-oriented concepts to URN, creating a unified framework that allows for scenario-based, goal-oriented, and aspect-oriented modeling. AoURN is applied to the car crash crisis management system (CCCMS), modeling its functional and non-functional requirements (NFRs). AoURN generally models all use cases, NFRs, and stakeholders as individual concerns and provides general guidelines for concern identification. AoURN handles interactions between concerns, capturing their dependencies and conflicts as well as the resolutions. We present a qualitative comparison of aspect-oriented techniques for scenario-based and goal-oriented requirements engineering. An evaluation carried out based on the metrics adapted from literature and a task-based evaluation suggest that AoURN models are more scalable than URN models and exhibit better modularity, reusability, and maintainability.

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

ERIC Educational Resources Information Center

Kaya, Gamze Inan

2017-01-01

The purpose of this study was to investigate the relations between pre-service teachers' scientific epistemological beliefs and goal orientations in 2X2 framework. Scientific epistemological beliefs are domain-specific views of people about nature and acquisition of scientific knowledge, how scientific knowledge is produced, how reliable and valid…

Knowledge Monitoring, Goal Orientations, Self-Efficacy, and Academic Performance: A Path Analysis

ERIC Educational Resources Information Center

Al-Harthy, Ibrahim S.; Was, Christopher A.

2013-01-01

The purpose of this study was to examine the relationship between knowledge monitoring and motivation as defined by self-efficacy and goal orientations. A path model was proposed to hypothesize the causal relations among predictors of the students' total score in the Educational Psychology course. The sample consisted of undergraduate students…

The Influence of Achievement Goal Orientations and Task Concreteness on Situational Interest

ERIC Educational Resources Information Center

Tapola, Anna; Jaakkola, Tomi; Niemivirta, Markku

2014-01-01

This study investigated changes in elementary school students' (n = 140) situational interest as a function of achievement goal orientation profiles and task characteristics. The authors repeatedly measured situational interest during a simulated science learning task in 2 task conditions that differed in the concreteness of the task elements. The…

The Influence of Personality, Parenting Styles, and Perfectionism on Performance Goal Orientation in High Ability Students

ERIC Educational Resources Information Center

Miller, Angie L.; Speirs Neumeister, Kristie L.

2017-01-01

The current study explores relationships among gender, perceived parenting style, the personality traits of conscientiousness and neuroticism, perfectionism, and achievement goal orientation in a high ability and high achieving young adult population. Using data from Honors College students at a Midwestern university, a path model suggests that…

Teacher Self-Efficacy as a Long-Term Predictor of Instructional Quality in the Classroom

ERIC Educational Resources Information Center

Künsting, Josef; Neuber, Victoria; Lipowsky, Frank

2016-01-01

In this longitudinal study, we examined teachers' self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality.…

The Implications of Learners' Goal Orientation in a Prior Learning Assessment Program

ERIC Educational Resources Information Center

McClintock, Patricia

2013-01-01

This mixed methods sequential explanatory study was designed to investigate students' persistence in an online Prior Learning Assessment (PLA) Program by researching the implications of goal orientation and other academic, institutional, and student-related factors of non-traditional students enrolled in such a program at the University of St.…

Self-Regulation of Learning in the 21st Century: Understanding the Role of Academic Delay of Gratification.

ERIC Educational Resources Information Center

Bembenutty, Hefer

This study examined college students' motivational tendencies as predictors of academic outcomes and tested how students' goal orientations and academic delay of gratification mediated these associations. The study used data, previously analyzed in 1999, on academic delay of gratification, personal achievement goal orientations, self-efficacy,…

Learning Goal Orientation, Formal Mentoring, and Leadership Competence in HRD: A Conceptual Model

ERIC Educational Resources Information Center

Kim, Sooyoung

2007-01-01

Purpose: The purpose of this paper is to suggest a conceptual model of formal mentoring as a leadership development initiative including "learning goal orientation", "mentoring functions", and "leadership competencies" as key constructs of the model. Design/methodology/approach: Some empirical studies, though there are not many, will provide…

The Roles of Competence Beliefs and Goal Orientations for Change in Intrinsic Motivation

ERIC Educational Resources Information Center

Spinath, Birgit; Steinmayr, Ricarda

2012-01-01

The present study investigated 3 theoretically plausible explanations for changes in school-related intrinsic motivation. A sample of 348 German 11th-grade students was followed for 1 year. At 2 measurement occasions, students completed self-reports regarding their school-related intrinsic motivation, goal orientations, and competence beliefs. In…

Instructional Characteristics in Mathematics Classrooms: Relationships to Achievement Goal Orientation and Student Engagement

ERIC Educational Resources Information Center

Lazarides, Rebecca; Rubach, Charlott

2017-01-01

This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1…

Relationships between Psychological Wellbeing of Thai College Students, Goal Orientations, and Gender

ERIC Educational Resources Information Center

Sosik, John J.; Chun, Jae Uk; Koul, Ravinder

2017-01-01

This paper examined the direct and interaction effects of students' learning and performance-avoidance goal orientations on their psychological wellbeing and a moderating role of students' gender in these relationships. Using 564 self-reports of freshman college students in a Thai university, we found students' psychological wellbeing to be…

Gifted Hispanic Identity: Exploring Relationships among Resilience, Goals and Academic Orientation

ERIC Educational Resources Information Center

Forrester, Matthew Mitchell

2012-01-01

The purpose of this phenomenological analysis was to explore the identity development of gifted Hispanic male students in the middle school setting. The study used a survey, multiple interviews and observations, along with focus group data to acquire data in four principle areas: academic orientation, ethnic identity, resilience and goals. Results…

An Exploration of Young Adolescents' Social Achievement Goals and Social Adjustment in Middle School

ERIC Educational Resources Information Center

Ryan, Allison M.; Shim, S. Serena

2008-01-01

Two studies investigated the proposition that social achievement goals (different orientations toward social competence) are an important aspect of young adolescents' social motivation. Study 1 (N = 153 6th-grade students) established that different orientations toward developing or demonstrating social competence can be seen in young adolescents'…

Socially Oriented Motivational Goals and Academic Achievement: Similarities between Native and Anglo Americans

ERIC Educational Resources Information Center

Ali, Jinnat; McInerney, Dennis M.; Craven, Rhonda G.; Yeung, Alexander Seeshing; King, Ronnel B.

2014-01-01

The authors examined the relations between two socially oriented dimensions of student motivation and academic achievement of Native (Navajo) American and Anglo American students. Using confirmatory factor analysis, a multidimensional and hierarchical model was found to explain the relations between performance and social goals. Four first-order…

Perceived Competence and Autonomy as Moderators of the Effects of Achievement Goal Orientations

ERIC Educational Resources Information Center

Cho, YoonJung; Weinstein, Claire Ellen; Wicker, Frank

2011-01-01

The primary purpose of this study was to investigate the roles of two moderators--perceived competence and perceived autonomy--in the relationships of achievement goal orientations with a broad range of learning-related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played…

Linking Failure Feedback to Individual Creativity: The Moderation Role of Goal Orientation

ERIC Educational Resources Information Center

He, Yimin; Yao, Xiang; Wang, Shuhong; Caughron, Jay

2016-01-01

The sense-making theory of creativity is extended by identifying failure feedback as a process that shapes creative interpretations and actions. We also consider the moderating effect of goal orientation on the relationship between failure feedback and individual creativity, according to the sense-making theory. A 2-waves survey data from…

Individual Differences in Self-Efficacy Development: The Effects of Goal Orientation and Affectivity

ERIC Educational Resources Information Center

Gerhardt, Megan W.; Brown, Kenneth G.

2006-01-01

This study examined the moderating role of the individual differences of goal orientation and affectivity on self-efficacy development. Consistent with hypotheses, results indicate that both positive and negative affectivity moderate the impact of an enactive mastery training program on efficacy development, with those higher in positive…

When big brother is watching: goal orientation shapes reactions to electronic monitoring during online training.

PubMed

Watson, Aaron M; Foster Thompson, Lori; Rudolph, Jane V; Whelan, Thomas J; Behrend, Tara S; Gissel, Amanda L

2013-07-01

Web-based training is frequently used by organizations as a convenient and low-cost way to teach employees new knowledge and skills. As web-based training is typically unproctored, employees may be held accountable to the organization by computer software that monitors their behaviors. The current study examines how the introduction of electronic performance monitoring may provoke negative emotional reactions and decrease learning among certain types of e-learners. Through motivated action theory and trait activation theory, we examine the role of performance goal orientation when e-learners are exposed to asynchronous and synchronous monitoring. We show that some e-learners are more susceptible than others to evaluation apprehension when they perceive their activities are being monitored electronically. Specifically, e-learners higher in avoid performance goal orientation exhibited increased evaluation apprehension if they believed asynchronous monitoring was present, and they showed decreased skill attainment as a result. E-learners higher on prove performance goal orientation showed greater evaluation apprehension if they believed real-time monitoring was occurring, resulting in decreased skill attainment. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Instructional characteristics in mathematics classrooms: relationships to achievement goal orientation and student engagement

NASA Astrophysics Data System (ADS)

Lazarides, Rebecca; Rubach, Charlott

2017-02-01

This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students' mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.

Ultraviolet photoluminescence and Raman scattering of wide bandgap semiconductors and nanocrystallites

NASA Astrophysics Data System (ADS)

Chen, Xiang-Bai

In the sports psychology literature, goal setting intervention studies have been a popular area of research the last ten years (Burton, 2001). Previous research demonstrates that goal setting is the most consistent and effective performance enhancement strategy in the behavioral sciences and seems to have a positive impact on performance (Burton et al., 2003; Locke & Latham, 1990). A "roadmap" detailing how to implement a periodized goal-setting program was developed, and its effectiveness was assessed using a quasi-experimental, multiple baseline case study design. Participants were six female members of a collegiate tennis team in the Northwest who ranged in age between 18--22 years. Several instruments were used to assess the effectiveness of the goal setting intervention, including: the Sports Motivation Scale (SMS), Task and Ego Orientation Sports Questionnaire (TEOSQ), Theories of Talent Scale (TOTS), Athletic Coping Skills Inventory (ACSI-28), Trait Sport Confidence Inventory (TSCI), and the Multidimensional Perfectionism Scale (MPS). All of these instruments have been documented to possess solid psychometric properties. Goal term length was periodized into three duration increments, including: long-term (macro), short-term (micro), and intermediate-term (meso) goals. Intervention effectiveness was assessed using both quantitative and qualitative analysis to assess self-confidence and performance. A review of qualitative data provided the strongest support for the generally large positive impact of goal-setting on athletes' self-confidence and performance. Every athlete reported that goal-setting was extremely helpful for increasing their understanding of the game, becoming more motivated to practice and compete, enhancing their self-confidence, focus and concentration, and boosting their performance. Overall, these results point out the effectiveness of goal-setting as a strategy to increase self-confidence and enhance performance, but they suggest that effective goal-setting programs nurture the process by spending significant individual time teaching athletes to set and adjust goals. (Abstract shortened by UMI.)

Predicting Seventh Grade Students' Engagement in Science by Their Achievement Goals

ERIC Educational Resources Information Center

Hidiroglu, Melike; Sungur, Semra

2015-01-01

The aim of this study was to examine how well seventh grade students' engagement in science can be predicted by their achievement goals. For the specified purpose, a correlational research design was utilized. Data were obtained from 153 seventh grade students through administration of Achievement Goal Questionnaire and Engagement Questionnaire.…

Testing Structural Invariance of the Achievement Goal Questionnaire in American, Chinese, and Dutch College Students

ERIC Educational Resources Information Center

Sun, Huaping; Hernandez, Diley

2012-01-01

This study investigates the structural invariance of the Achievement Goal Questionnaire (AGQ) in American, Chinese, and Dutch college students. Using confirmatory factor analyses (CFA), the authors found evidence for the four-factor structure of achievement goals in all three samples. Subsequent multigroup CFAs supported structural invariance of…

Human spatial orientation in the pitch dimension

NASA Technical Reports Server (NTRS)

Cohen, M. M.; Larson, C. A.

1974-01-01

Two experiments were conducted. In Experiment I, each of eight Ss attempted to place himself at 13 different goal orientations between prone and supine. Deviations of achieved body pitch angles from goal orientations were determined. In Experiment II, each of eight Ss attempted to align a visual target with his morphological horizon while he was placed at each of the 13 goal orientations. Changes in settings of the target were examined. Results indicate that Ss underestimate body pitch when they are tilted less than 60 deg backward or forward from the vertical, overestimate body pitch when they are nearly prone, and accurately estimate body pitch when they are nearly supine. In contrast, Ss set the visual target maximally above the morphological horizon when they are tilted 30 deg forward from the vertical. The findings are discussed in terms of common and different physiological mechanism that may underlie judgments of these types.

Adopting Basic Principles of the United Nations Academic Impact Initiative (UNAI): Can Cultural Differences Be Predicted from Value Orientations and Globalization?

PubMed Central

Nechtelberger, Andrea; Renner, Walter; Nechtelberger, Martin; Supeková, Soňa Chovanová; Hadjimarkou, Maria; Offurum, Chino; Ramalingam, Panchalan; Senft, Birgit; Redfern, Kylie

2017-01-01

The United Nations Academic Impact (UNAI) Initiative has set forth 10 Basic Principles for higher education. In the present study, a 10 item self-report questionnaire measuring personal endorsement of these principles has been tested by self-report questionnaires with university and post-graduate students from Austria, China, Cyprus, India, Nigeria, and Slovakia (total N = 976, N = 627 female, mean age 24.7 years, s = 5.7). Starting from the assumptions of Moral Foundations Theory (MFT), we expected that personal attitudes toward the UNAI Basic Principles would be predicted by endorsement of various moral foundations as suggested by MFT and by the individual's degree of globalization. Whereas for the Austrian, Cypriot, and Nigerian sub- samples this assumption was largely confirmed, for the Chinese, Indian, and Slovak sub- samples only small amounts of the variance could be explained by regression models. All six sub-samples differed substantially with regard to their overall questionnaire responses: by five discriminant functions 83.6% of participants were classified correctly. We conclude that implementation of UNAI principles should adhere closely to the cultural requirements of the respective society and, where necessary should be accompanied by thorough informational campaigns about UN educational goals. PMID:29180977

Adopting Basic Principles of the United Nations Academic Impact Initiative (UNAI): Can Cultural Differences Be Predicted from Value Orientations and Globalization?

PubMed

Nechtelberger, Andrea; Renner, Walter; Nechtelberger, Martin; Supeková, Soňa Chovanová; Hadjimarkou, Maria; Offurum, Chino; Ramalingam, Panchalan; Senft, Birgit; Redfern, Kylie

2017-01-01

The United Nations Academic Impact (UNAI) Initiative has set forth 10 Basic Principles for higher education. In the present study, a 10 item self-report questionnaire measuring personal endorsement of these principles has been tested by self-report questionnaires with university and post-graduate students from Austria, China, Cyprus, India, Nigeria, and Slovakia (total N = 976, N = 627 female, mean age 24.7 years, s = 5.7). Starting from the assumptions of Moral Foundations Theory (MFT), we expected that personal attitudes toward the UNAI Basic Principles would be predicted by endorsement of various moral foundations as suggested by MFT and by the individual's degree of globalization. Whereas for the Austrian, Cypriot, and Nigerian sub- samples this assumption was largely confirmed, for the Chinese, Indian, and Slovak sub- samples only small amounts of the variance could be explained by regression models. All six sub-samples differed substantially with regard to their overall questionnaire responses: by five discriminant functions 83.6% of participants were classified correctly. We conclude that implementation of UNAI principles should adhere closely to the cultural requirements of the respective society and, where necessary should be accompanied by thorough informational campaigns about UN educational goals.

Comparing Three Models of Achievement Goals: Goal Orientations, Goal Standards, and Goal Complexes

ERIC Educational Resources Information Center

Senko, Corwin; Tropiano, Katie L.

2016-01-01

Achievement goal theory (Dweck, 1986) initially characterized mastery goals and performance goals as opposites in a good-bad dualism of student motivation. A later revision (Harackiewicz, Barron, & Elliot, 1998) contended that both goals can provide benefits and be pursued together. Perhaps both frameworks are correct: Their contrasting views…

Testing Cross-Cultural Generalizability of the Task and Ego Orientation in Sport Questionnaire across American and Chinese Samples

PubMed Central

Monsma, Eva

2016-01-01

This paper examines the factor structure and measurement invariance of the Task and Ego Orientation in Sport Questionnaire (TEOSQ) across American and Chinese samples. Results based on the mean and covariance structure analyses supported configural invariance, metric invariance and scalar invariance across groups. Latent means analyses revealed that American sample had significantly higher mean scores on task and ego orientations than the Chinese sample. The findings suggest that the TEOSQ is a valid and reliable instrument in assessing achievement motivation across these two diverse populations. PMID:27399869

Study to validate the outcome goal, competencies and educational objectives for use in intensive care orientation programs.

PubMed

Boyle, M; Butcher, R; Kenney, C

1998-03-01

Intensive care orientation programs have become an accepted component of intensive care education. To date, however, there have been no Australian-based standards defining the appropriate level of competence to be attained upon completion of orientation. The aim of this study was to validate a set of aims, competencies and educational objectives that could form the basis of intensive care orientation and which would ensure an outcome standard of safe and effective practice. An initial document containing a statement of the desired outcome goal, six competency statements and 182 educational objectives was developed through a review of the orientation programs developed by the investigators. The Delphi technique was used to gain consensus among 13 nurses recognised for their expertise in intensive care education. The expert group rated the acceptability of each of the study items and provided suggestions for objectives to be included. An approval rating of 80 per cent was required to retain each of the study items, with the document refined through three Delphi rounds. The final document contains a validated statement of outcome goal, competencies and educational objectives for intensive care orientation programs.

Cognitive Impairment Questionnaire (CIMP-QUEST): reported topographic symptoms in MCI and dementia.

PubMed

Astrand, R; Rolstad, S; Wallin, A

2010-06-01

The Cognitive Impairment Questionnaire (CIMP-QUEST) is an instrument based on information obtained by key informants to identify symptoms of dementia and dementia-like disorders. The questionnaire consists of three subscales reflecting impairment in parietal-temporal (PT), frontal (F) and subcortical (SC) brain regions. The questionnaire includes a memory scale and lists non-cognitive symptoms. The reliability and validity of the questionnaire were examined in 131 patients with mild cognitive impairment (MCI) or mild dementia at a university-based memory unit. Cronbach alpha for all subscales was calculated at r = 0.90. Factor analysis supported the tri-dimensionality of CIMP-QUEST's brain region-oriented construct. Test-retest reliability for a subgroup of cognitively stable MCI-patients (n = 25) was found to be r = 0.83 (P = 0.0005). The correlation between the score on the cognitive subscales (PT + F + M) and Informant Questionnaire on Cognitive Decline in the Elderly was r = 0.83 (P = 0.0005, n = 123). The memory subscale correlated significantly with episodic memory tests, the PT subscale with visuospatial and language-oriented tests, and the SC and F subscales with tests of attention, psychomotor tempo and executive function. CIMP-QUEST has high reliability and validity, and provides information about cognitive impairment and brain region-oriented symptomatology in patients with MCI and mild dementia.

Goal-oriented training affects decision-making processes in virtual and simulated fire and rescue environments.

PubMed

Cohen-Hatton, Sabrina R; Honey, R C

2015-12-01

Decisions made by operational commanders at emergency incidents have been characterized as involving a period of information gathering followed by courses of action that are often generated without explicit plan formulation. We examined the efficacy of goal-oriented training in engendering explicit planning that would enable better communication at emergency incidents. While standard training mirrored current operational guidance, goal-oriented training incorporated "decision controls" that highlighted the importance of evaluating goals, anticipated consequences, and risk/benefit analyses once a potential course of action has been identified. In Experiment 1, 3 scenarios (a house fire, road traffic collision, and skip fire) were presented in a virtual environment, and in Experiment 2 they were recreated on the fireground. In Experiment 3, the house fire was recreated as a "live burn," and incident commanders and their crews responded to this scenario as an emergency incident. In all experiments, groups given standard training showed the reported tendency to move directly from information gathering to action, whereas those given goal-oriented training were more likely to develop explicit plans and show anticipatory situational awareness. These results indicate that training can be readily modified to promote explicit plan formulation that could facilitate plan sharing between incident commanders and their teams. (c) 2015 APA, all rights reserved).

A Psychometric Evaluation of the Achievement Goal Questionnaire-Revised in Singapore Secondary Students

ERIC Educational Resources Information Center

Ning, Hoi Kwan

2017-01-01

This study examined the psychometric properties of the Achievement Goal Questionnaire-Revised (AGQ-R) in a sample of Singapore secondary students (N = 1,171). Confirmatory factor analyses provided support for the AGQ-R in measuring the four achievements goals delineated in the 2 × 2 framework. Measurement invariance across ethnic groups was…

Developmental Trajectories of Achievement Goal Orientations during the Middle School Transition: The Contribution of Emotional and Behavioral Dispositions

ERIC Educational Resources Information Center

Duchesne, Stéphane; Ratelle, Catherine F.; Feng, Bei

2014-01-01

This longitudinal study builds on research addressing changes in achievement goal orientations (AG) across the transition to middle school. We had two objectives. The first was to identify and describe different development trajectories of AG (mastery, performance-approach, and performance-avoidance) from the last year of elementary school (Grade…

Intra-Group Motivational Analysis of Students with Learning Disabilities: A Goal Orientation Approach

ERIC Educational Resources Information Center

Sideris, Georgios D.; Tsorbatzoudis, Charalambos

2003-01-01

The purpose of the present study was to profile, using a K-means cluster analysis, the cognitive, motivational, affective, and goal orientation characteristics of elementary school students with and without learning disabilities (LD). Participants were 58 fifth and 6 sixth graders (29 typical and 29 LD) selected using stratified random procedures.…

A Structural Equation Modeling of EFL Learners' Goal Orientation, Metacognitive Awareness, and Self-Efficacy

ERIC Educational Resources Information Center

Zafarmand, Atefeh; Ghanizadeh, Afsaneh; Akbari, Omid

2014-01-01

This article sets out to examine the relationship between EFL learners' goal orientation, metacognitive awareness and self-efficacy in a single framework. One hundred fifteen EFL students from two universities of Mashhad, a city in north-eastern Iran took part in this study. Structural equation modeling (SEM) was utilized to examine the…

Work Engagement: Antecedents, the Mediating Role of Learning Goal Orientation and Job Performance

ERIC Educational Resources Information Center

Chughtai, Aamir Ali; Buckley, Finian

2011-01-01

Purpose: The present paper aims to explore the effects of state (trust in supervisor) and trait (trust propensity) trust on employees' work engagement. Furthermore, it seeks to investigate the mediating role of learning goal orientation in the relationship between work engagement and two forms of performance: in-role job performance and innovative…

School Reform and the Transition to Middle School.

ERIC Educational Resources Information Center

Anderman, Eric M.; And Others

This paper presents findings of a study that used goal orientation theory as a guiding framework for a collaborative effort with middle school principals, teachers, and parents over a 3-year period. The intervention sought to change policies and practices so that they would reflect more of a task-goal orientation and less of an ability-goal…

The Role of Motivating Tasks and Personal Goal Orientations in Students' Coping Strategies in Science

ERIC Educational Resources Information Center

Subasi, Münevver; Tas, Yasemin

2016-01-01

This study aims to investigate coping strategies of middle school students in science classes in relation to students' goal orientations and motivating tasks conducted in the classroom environment. The study was conducted in spring semester of 2015-2016 academic year. Sample of the study consists of 316 middle school students receiving education…

The Impact of Within-School Autonomy on Students' Goal Orientations and Engagement with Mathematics

ERIC Educational Resources Information Center

Carmichael, Colin; Muir, Tracey; Callingham, Rosemary

2017-01-01

School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with…

Achievement Goal Orientation of Community College Mathematics Students and the Misalignment of Instructors' Perceptions

ERIC Educational Resources Information Center

Mesa, Vilma

2011-01-01

This study reports findings regarding the application of a survey of achievement goal orientations to a sample of mathematics 777 students enrolled in remedial and college mathematics courses at a community college. The survey was based on the Patterns of Adaptive Learning Scales [PALS] and it included questions from the Views About Mathematics…

Workplace Learning within Teacher Education: The Role of Job Characteristics and Goal Orientation

ERIC Educational Resources Information Center

Kyndt, Eva; Donche, Vincent; Gijbels, David; Van Petegem, Peter

2014-01-01

Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students' undertake in the workplace can be explained by students' goal orientation and their perceptions of the workplace. In addition, it will be investigated…

The Impact of Goal Achievement Orientation on Student Technology Usage in the Classroom

ERIC Educational Resources Information Center

McGloin, Rory; McGillicuddy, Kara T.; Christensen, John L.

2017-01-01

The aim of this study was to investigate whether students with differing goal achievement orientations were more likely to engage in on-task or off-task mobile device usage, as well as whether particular devices (specifically, laptops and smartphones) have a positive or negative relationship with specific task usage. The results of this study…

A Study of the Effects of Goal Orientation on the Reflective Ability of Electronic Portfolio Users

ERIC Educational Resources Information Center

Cheng, Gary; Chau, Juliana

2013-01-01

This paper explores and discusses the effects of different goal orientations on students' reflective ability as demonstrated in their electronic portfolios (ePortfolios). Primary data was collected from 54 showcases (digital containers) generated by 26 undergraduate students on an ePortfolio platform over a period of 3 months. The participants had…

Subjective Evaluations of Intelligence and Academic Self-Concept Predict Academic Achievement: Evidence from a Selective Student Population

ERIC Educational Resources Information Center

Kornilova, Tatiana V.; Kornilov, Sergey A.; Chumakova, Maria A.

2009-01-01

The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N=300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of…

The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success

ERIC Educational Resources Information Center

Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing

2014-01-01

Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…

Institutional Goals Inventory at Frostburg State College (Where We Are and Where We Should Be).

ERIC Educational Resources Information Center

Choi, Jae W.; Lyons, Paul R.

An Institutional Goals Inventory at Frostburg State College presents respondents with 90 prestructured goal statement questions and twenty-six locally prepared questions. The 90 goal statement questions compose twenty goal areas. Goals areas are: academic development, intellectual orientation, individual personal development, humanism/altruism,…

[Becoming more "goal-oriented" in therapy of dyslipidemias: results of the Hungarian MULTI GAP 2010].

PubMed

Reiber, István; Paragh, György; Márk, László; Pados, Gyula

2011-05-22

Previous studies have found that many high-risk patients are not achieving their LDL-cholesterol goals, and many patients, despite being treated with lipid-lowering therapy, also have elevated triglycerides and/or low levels of HDL-cholesterol. Authors analyzed the treatment strategies for dyslipidemic subjects following cardiovascular events similarly to their former survey from 2008 and 2009. In the MULTI GAP (MULTI Goal Attainment Problem) 2010 trial data from standard and structured questionnaires of 2332 patients were processed. Authors analyzed the proportion of the patients reaching target levels for total cholesterol, LDL-C, HDL-C, A-C (atherogen cholesterol) and triglyceride. 15% (n = 355) of the patients did not receive any lipid lowering treatment. 44% of the patients treated by specialists reached the target LDL-C level of 2.5 mmol/l. In "high risk" group target levels for HDL-C were reached by 61% of the patients, and for triglyceride by 43% of the subjects. 43% of the patients with the best compliance (>90%) reached the target LDL-C level of 2.5 mmol/l. There is a need for more effective lipid lowering therapy with more frequent use of higher doses of statins or combinations of lipid lowering drugs.

[A questionnaire study of the relationship between gender and chronic pain].

PubMed

Teuber, N; Thiele, A; Eberhardt, B

2006-08-01

The aim of this study was to assess the relationship between gender role orientation and the prevalence of chronic pain. The individual gender role orientation in a sample of 45 chronic pain patients (ICD 10 diagnosis, F 45.4) was compared to gender role orientation in a matched, pain-free control group. Gender role orientation was assessed by questionnaires on the self-attribution of stereotypic gender traits (GEPAQ) and on the extent of agreement with traditional feminine and masculine role norms (MRNS, FRNS). Group differences were compared by multivariate analysis. In accordance with the hypothesis, results confirmed that pain patients showed stronger feminine and weaker masculine role orientations than healthy controls. Pain patients additionally ascribed to themselves more 'feminine' (e.g. worried, nervous) and less 'masculine' (e.g. aggressive, cynical) traits. Sociopsychological variables of gender role orientation were related to chronic pain in the groups observed. An integrated model consisting of psychodynamic, sociological, and sociopsychological factors is proposed.

The Impact of A “Brief ECT Orientation Module” on The Knowledge and Attitudes of Medical Students Towards ECT in India

PubMed Central

Balhara, YPS; Yadav, T; Mathur, S; Kataria, DK

2012-01-01

Background: Electroconvulsive therapy (ECT) continues to be an intervention that attracts controversy in spite of its proven efficacy. There is limited literature on attitude and knowledge of medical students towards ECT from Asian and African countries. Aim: The current study assesses the impact of a “Brief ECT Orientation Module” on the knowledge of and attitudes of Indian medical students towards modified ECT. Subjects and Methods: The study was conducted at a tertiary care multi-specialty hospital associated with a government medical college. The students were administered the study questionnaire on Day 1 of Psychiatry clerkship. Following this, they were administered the Brief ECT Orientation Module. Assessment was made using a questionnaire with items related to knowledge and attitude towards ECT before and after “Brief ECT Orientation Module.” Results: Fifty-nine students completed the study. There was a significant improvement in knowledge of medical students on all the three domains of the questionnaire for assessment of knowledge about ECT-related facts. A change in attitudes towards ECT was also observed following Brief ECT Orientation Module, especially among those who witnessed ECT administration. Conclusion: The findings of the current study suggest that the Brief ECT Orientation Module is effective in improving the knowledge and attitude of medical students towards ECT. PMID:23440565

Brazilian adolescents' prosocial moral judgment and behavior: relations to sympathy, perspective taking, gender-role orientation, and demographic characteristics.

PubMed

Eisenberg, N; Zhou, Q; Koller, S

2001-01-01

The goal of this study was to examine demographic and individual difference variables that predict level of prosocial moral judgment and self-reported prosocial behavior and to test mediating or moderating relations among predictors. The relations of prosocial moral reasoning and self-reported prosocial behavior to perspective taking, sympathy, age, sociometric status, and gender-role orientation were examined with a sample of 149 Brazilian adolescents who completed a series of questionnaire measures. Prosocial moral judgment was expected to be predicted by both sympathy and perspective taking, whereas sympathy or prosocial moral judgment was expected to mediate the relations of femininity and perspective taking to prosocial behavior. Self-reported perspective taking and sympathy interacted when predicting prosocial moral judgment; adolescents who were high in either sympathy or perspective taking (or both) scored high in prosocial moral reasoning. A feminine orientation predicted sympathy and perspective taking, perspective taking predicted prosocial moral reasoning and sympathy, and sympathy had both direct and indirect paths (through moral judgment) to prosocial behavior. The findings generally were consistent with the contention that both the tendency to take others' perspectives and to sympathize are related to level of prosocial moral reasoning, which in turn motivates prosocial behavior. Moreover, patterns of correlations among variables were similar to those found in the United States.

Stability and Change in Social Goals as Related to Goal Structures and Engagement in School

ERIC Educational Resources Information Center

Madjar, Nir

2017-01-01

The current studies explored (a) the extended external validity of social-goal-orientation framework; (b) the mediating role of social goals between classroom goal structures and students' engagement; and (c) whether changes in social goals can be explained by classroom goal structures and engagement. Study 1 was cross-sectional (N = 317), and…

Characteristics of Israeli women studying nursing compared to women studying education and engineering.

PubMed

Horn, H; Holzemer, W L

1991-11-01

This study examined the demographic characteristics, vocational personality, and sex-role orientation of Israeli women studying nursing compared to women studying education and engineering. The convenience sample was 176 university students. The instrument included a demographic inventory, Holland's Self-Directed Search (SDS) questionnaire, and the Sex-Role Orientation Attitude questionnaire. Nursing and education students had Holland's "social" personality types and engineering students were more "realistic" or "investigative". Nursing and engineering students were significantly more feminist in their orientation than education majors. Nursing students were nontraditional women who had traditional family backgrounds, yet were nontraditional in their feminist orientation. With nursing's move into colleges and universities, the need for academically qualified applicants has intensified. Developing a better understanding of the unique nature of nursing and nursing students is a challenge.

The Role of the Conductor's Goal Orientation and Use of Shared Performance Cues on Collegiate Instrumentalists' Motivational Beliefs and Performance in Large Musical Ensembles

ERIC Educational Resources Information Center

Matthews, Wendy K.; Kitsantas, Anastasia

2013-01-01

This study examined the effects of the conductor's goal orientation (mastery vs. performance) and use of shared performance cues (basic vs. interpretive vs. expressive) on instrumentalists' self-efficacy, collective efficacy, attributions, and performance. Eighty-one college instrumentalists from two musical ensembles participated in the study. It…

The Impact of Group Design Projects in Engineering on Achievement Goal Orientations and Academic Outcomes

ERIC Educational Resources Information Center

Rambo-Hernandez, Karen E.; Atadero, Rebecca A.; Balgopal, Meena

2017-01-01

This study examined the impact of incorporating group design projects into a second-year engineering class on achievement goal orientations and two academic outcomes: concept inventory and final exam scores. In this study, two sections were taught using lecture format, but one section also completed three group design projects as part of their…

Influence of Perceived Parenting Styles: Goal Orientations and Career Aspirations of High School Science Students in Thailand

ERIC Educational Resources Information Center

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-01-01

There has been considerable research interest into the relationship between the parenting styles of Asians, and student motivation and achievement. The investigation presented in this paper contributes to the literature in this area by examining the influence of perceived parenting style on goal orientations and career aspirations of a sample of…

Implicit Theories of Intelligence, Goal Orientation, Cognitive Engagement, and Achievement: A Test of Dweck's Model with Returning to School Adults

ERIC Educational Resources Information Center

Dupeyrat, Caroline; Marine, Claudette

2005-01-01

This study tested and extended Dweck's social-cognitive theory of motivation with adults who deliberately chose to face the challenge of returning to school. We examined the relationships among beliefs (implicit theories) on the nature of intelligence, goal orientation, cognitive engagement in learning, and achievement using path analyses.…

The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace

ERIC Educational Resources Information Center

van Daal, Tine; Donche, Vincent; De Maeyer, Sven

2014-01-01

This study examines the influence of personality traits, goal orientation and self-efficacy on high school teachers' participation in learning activities in the workplace (i.e. experimentation, informal interaction with colleagues, self-regulation and avoidance behaviour). A convenience sample of 95 teachers from six high schools in Flanders…

Guidance Oriented Acquisition of Learning Skills (Project GOALS). Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Musante, Patricia

Guidance Oriented Acquisition of Learning Skills (Project GOALS) was a federally-funded project in three Brooklyn (New York) high schools in its fourth year of operation in 1992-93. It served 312 limited-English-proficient and 57 English-proficient students through instruction in English as a Second Language (ESL), native language arts (NLA) in…

The Relationship between Self-Determination, Achievement Goal Orientation and Satisfaction with the Learning Experience: Working with Adult Lifelong Learners

ERIC Educational Resources Information Center

Rodd, Jane

2013-01-01

This exploratory study investigated how self-perceptions of self-determination and of achievement goal orientation were related to self-perceptions of satisfaction with the learning experience in a population of 495 adults engaged in non-formal lifelong learning through participation as amateur members of the United States Dressage Association.…

Enhancing Peer Acceptance of Children with Learning Difficulties: Classroom Goal Orientation and Effects of a Storytelling Programme with Drama Techniques

ERIC Educational Resources Information Center

Law, Yin-kum; Lam, Shui-fong; Law, Wilbert; Tam, Zoe W. Y.

2017-01-01

Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children's acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on…

Reliability and Validity of Goal Orientation in Exercise Measure (GOEM)--Turkish Version

ERIC Educational Resources Information Center

Ersöz, Gözde; Müftüler, Mine; Lapa, Tennur Yerlisu; Tümer, Adile

2017-01-01

The aim of this study was to examine validity and reliability of the Turkish version of the Goal Orientation in Exercise Measure (GOEM). There were 408 participants who were regularly exercising and their age ranged from 17 to 61 years old. The psychometric characteristics of the scale were investigated using exploratory factor analysis (EFA),…

Weak Ties and Self-Regulation in Job Search: The Effects of Goal Orientation on Networking

ERIC Educational Resources Information Center

Hatala, John-Paul; Yamkovenko, Bogdan

2016-01-01

The purpose of this study is to empirically investigate the relationship between the self-regulatory variable of goal orientation and the extent to which job seekers reach out to and use weak ties in their job search. Weak ties, as defined by Granovettor, are connections to densely knit networks outside the individual's direct contacts who could…

Gender Differences in Self-Concept, Locus of Control, and Goal Orientation in Mexican High-Achieving Students

ERIC Educational Resources Information Center

Valdés-Cuervo, Angel Alberto; Sánchez Escobedo, Pedro Antonio; Valadez-Sierra, María Dolores

2015-01-01

The study compares self-concept, locus of control, and goal orientation characteristics of male and female Mexican high school high-achieving students. Three scales were administered to 220 students; 106 (49%) were males and 114 (51%) females. By means of a discriminant analysis, both groups were compared in relation to the variables such as…

Student Self-Assessment Practices: The Role of Gender, School Level and Goal Orientation

ERIC Educational Resources Information Center

Yan, Zi

2018-01-01

The purpose of this study was to examine the effects of the key demographic variables of gender, school level and goal orientation on students' self-assessment practices, including self-directed feedback seeking (SDFS) and self-reflection (SR). A total of 8843 Hong Kong students were surveyed, ranging from Primary 4 to Secondary 6. The results…

A Goal Orientation Analysis of Teachers' Motivations to Participate in the School Self-Assessment Processes of a Quality Assurance System in Chile

ERIC Educational Resources Information Center

Montecinos, Carmen; Madrid, Romina; Fernández, María Beatriz; Ahumada, Luis

2014-01-01

The current study examined the goal orientations that could be inferred from how teachers from six municipal schools in Chile described their understandings, emotions, and behaviors during their participation in the assessment phase of the School Management Quality Assurance System. Content analysis of focus group interview transcripts evidenced…

The long road to employment: Incivility experienced by job seekers.

PubMed

Ali, Abdifatah A; Ryan, Ann Marie; Lyons, Brent J; Ehrhart, Mark G; Wessel, Jennifer L

2016-03-01

This study addresses how job seekers' experiences of rude and discourteous treatment--incivility--can adversely affect self-regulatory processes underlying job searching. Using the social-cognitive model (Zimmerman, 2000), we integrate social-cognitive theory with the goal orientation literature to examine how job search self-efficacy mediates the relationship between incivility and job search behaviors and how individual differences in learning goal orientation and avoid-performance goal orientation moderate that process. We conducted 3 studies with diverse methods and samples. Study 1 employed a mixed-method design to understand the nature of incivility within the job search context and highlight the role of attributions in linking incivility to subsequent job search motivation and behavior. We tested our hypotheses in Study 2 and 3 employing time-lagged research designs with unemployed job seekers and new labor market entrants. Across both Study 2 and 3 we found evidence that the negative effect of incivility on job search self-efficacy and subsequent job search behaviors are stronger for individuals low, rather than high, in avoid-performance goal orientation. Theoretical implications of our findings and practical recommendations for how to address the influence of incivility on job seeking are discussed. (c) 2016 APA, all rights reserved).

The Meaning of Being Predominantly Present-Oriented in Middle Age and in Non-Western Context.

ERIC Educational Resources Information Center

Shirai, Toshiaki

This paper describes a study of time orientation and preferences of people in western and nonwestern cultures at various life stages. Data were gathered by means of a literature review and a time orientation questionnaire completed by 1,657 individuals in Belgium and Japan. Findings of the study suggest that the time orientation that enhances…

For the love of learning science: Connecting learning orientation and career productivity in physics and chemistry

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Potvin, Geoff; Tai, Robert H.; Almarode, John

2010-06-01

An individual’s motivational orientation serves as a drive to action and can influence their career success. This study examines how goal orientation toward the pursuit of a graduate degree in physics and chemistry influences later success outcomes of practicing physicists and chemists. Two main categories of goal orientation are examined in this paper: performance orientation or motivation to demonstrate one’s ability or performance to others, and learning orientation or motivation through the desire to learn about a topic. The data were obtained as part of Project Crossover, a mixed-methods study which focused on studying the transition from graduate student to scientist in the physical sciences and included a survey of members of two national professional physical science organizations. Using regression analysis on data from 2353 physicists and chemists, results indicate that physicists and chemists who reported a learning orientation as their motivation for going to graduate school were more productive, in terms of total career primary and/or first-author publications and grant funding, than those reporting a performance orientation. Furthermore, given equal salary, learning-oriented individuals produced more primary and/or first-author publications than their nonlearning oriented counterparts.

Towards a characterization of a motive whose ultimate goal is to increase the welfare of the world: Quixoteism.

PubMed

Salgado, Sergio; Oceja, Luis

2011-05-01

We use the term Quixoteism to refer to a new social motive. The characterization of this motive deals with two aspects: the definition of the ultimate goal (i.e., to increase the welfare of the world) and the proposal of a process that activates it (i.e., a transcendental-change orientation). Three studies were conducted to test this characterization. In Study 1 we developed an empirical measure of the transcendental-change orientation. The participants in Studies 2 and 3 were presented with a need situation. Results showed that the centrality of such an orientation was directly related to an interpretation consistent with the ultimate goal of Quixoteism (Study 2), and that its salience increases the likelihood of performing a high-cost prosocial behavior (Study 3).

Social Goals and Well-Being

ERIC Educational Resources Information Center

King, Ronnel B.

2017-01-01

Students have various social reasons for doing well in school (social-academic goals). However, most studies have focused on competence-oriented achievement goals with little attention paid to social-academic goals. This study aims to examine the role of social-academic goals in students' general well-being (Study 1) and socioemotional functioning…

Effectiveness and cost-effectiveness of a proactive, goal-oriented, integrated care model in general practice for older people. A cluster randomised controlled trial: Integrated Systematic Care for older People--the ISCOPE study.

PubMed

Blom, Jeanet; den Elzen, Wendy; van Houwelingen, Anne H; Heijmans, Margot; Stijnen, Theo; Van den Hout, Wilbert; Gussekloo, Jacobijn

2016-01-01

older people often experience complex problems. Because of multiple problems, care for older people in general practice needs to shift from a 'problem-based, disease-oriented' care aiming at improvement of outcomes per disease to a 'goal-oriented care', aiming at improvement of functioning and personal quality of life, integrating all healthcare providers. Feasibility and cost-effectiveness of this proactive and integrated way of working are not yet established. cluster randomised trial. all persons aged ≥75 in 59 general practices (30 intervention, 29 control), with a combination of problems, as identified with a structured postal questionnaire with 21 questions on four health domains. for participants with problems on ≥3 domains, general practitioners (GPs) made an integrated care plan using a functional geriatric approach. Control practices: care as usual. (i) quality of life (QoL), (ii) activities of daily living, (iii) satisfaction with delivered health care and (iv) cost-effectiveness of the intervention at 1-year follow-up. Netherlands trial register, NTR1946. of the 11,476 registered eligible older persons, 7,285 (63%) participated in the screening. One thousand nine hundred and twenty-one (26%) had problems on ≥3 health domains. For 225 randomly chosen persons, a care plan was made. No beneficial effects were found on QoL, patients' functioning or healthcare use/costs. GPs experienced better overview of the care and stability, e.g. less unexpected demands, in the care. GPs prefer proactive integrated care. 'Horizontal' care using care plans for older people with complex problems can be a valuable tool in general practice. However, no direct beneficial effect was found for older persons. © The Author 2016. Published by Oxford University Press on behalf of the British Geriatrics Society.

Effects of a College Outdoor Orientation Program on Trait Emotional Intelligence

ERIC Educational Resources Information Center

Schwartz, Forrest; Belknap, C. J.

2017-01-01

In this research, we investigated the effects of participation in a college outdoor orientation program (OOP) on participants' trait emotional intelligence (TEI). Three hundred seventeen outdoor orientation participants completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) before and after participation in an OOP. Four…

Curriculum Orientations and Educational Philosophies of High School Arabic Teachers

ERIC Educational Resources Information Center

Alsalem, Abeer Saleh

2018-01-01

This study aims to investigate the curriculum orientations of High school Arabic teacher in Riyadh city and to examine the relationship between curriculum orientation and their educational philosophies. The quantitative method (descriptive study) was adopted in this questionnaire survey-based study. Mean and standard deviation for the overall of…

Preservice Science Teachers' Science Teaching Orientations and Beliefs about Science

ERIC Educational Resources Information Center

Kind, Vanessa

2016-01-01

This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via content-specific vignettes and questionnaire, respectively, prior to participation in a UK-based teacher…

The Relationships between Different Personality Characteristics and Styles of Coping with Stress in Elite Orienteers.

ERIC Educational Resources Information Center

Zsheliaskova-Koynova, Zshivka

1993-01-01

Eighty orienteers, divided into three groups according to level of expertise in orienteering, completed questionnaires measuring extraversion, neuroticism, trait anxiety, social desirability, need for achievement, and locus of control. Subject interviews revealed individual styles of coping with precompetitive stress. A combination of high sport…

Speech pathologists' experience of involving people with stroke-induced aphasia in clinical decision making during rehabilitation.

PubMed

Berg, Karianne; Rise, Marit By; Balandin, Susan; Armstrong, Elizabeth; Askim, Torunn

2016-01-01

Although client participation has been part of legislation and clinical guidelines for several years, the evidence of these recommendations being implemented into clinical practice is scarce, especially for people with communication disorders. The aim of this study was to investigate how speech pathologists experienced client participation during the process of goal-setting and clinical decision making for people with aphasia. Twenty speech pathologists participated in four focus group interviews. A qualitative analysis using Systematic Text Condensation was undertaken. Analysis revealed three different approaches to client participation: (1) client-oriented, (2) next of kin-oriented and (3) professional-oriented participation. Participants perceived client-oriented participation as the gold standard. The three approaches were described as overlapping, with each having individual characteristics incorporating different facilitators and barriers. There is a need for greater emphasis on how to involve people with severe aphasia in goal setting and treatment planning, and frameworks made to enhance collaboration could preferably be used. Participants reported use of next of kin as proxies in goal-setting and clinical decision making for people with moderate-to-severe aphasia, indicating the need for awareness towards maintaining the clients' autonomy and addressing the goals of next of kin. Speech pathologists, and most likely other professionals, should place greater emphasis on client participation to ensure active involvement of people with severe aphasia. To achieve this, existing tools and techniques made to enhance collaborative goal setting and clinical decision making have to be better incorporated into clinical rehabilitation practice. To ensure the autonomy of the person with aphasia, as well as to respect next of kin's own goals, professionals need to make ethical considerations when next of kin are used as proxies in collaborative goal setting and clinical decision making.

Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

PubMed

Roh, Young Sook; Kim, Sang Suk

2015-07-01

Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, P<.001), problem solving (F=6.91, P=.001), and self-directed learning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.

Development of a Pilot Career Cluster Curriculum for all Students in a College Preparatory Oriented High School. Final Report. Part I: Curriculum Development.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

In developing a program to assist the individual student to plan a goal-oriented program and increase his opportunities both to select courses moving him toward his personal goals and to use the community resources as supplemental educational experiences, the Winston Churchill High School designed a Career Cluster Curriculum Project, the first…

Motivation and Performance within a Collaborative Computer-Based Modeling Task: Relations between Students' Achievement Goal Orientation, Self-Efficacy, Cognitive Processing, and Achievement

ERIC Educational Resources Information Center

Sins, Patrick H. M.; van Joolingen, Wouter R.; Savelsbergh, Elwin R.; van Hout-Wolters, Bernadette

2008-01-01

Purpose of the present study was to test a conceptual model of relations among achievement goal orientation, self-efficacy, cognitive processing, and achievement of students working within a particular collaborative task context. The task involved a collaborative computer-based modeling task. In order to test the model, group measures of…

Motivational Climate, 2×2 Achievement Goal Orientation and Dominance, Self-Regulation, and Physical Activity in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Cecchini-Estrada, José-Antonio; Méndez-Giménez, Antonio

2017-01-01

This longitudinal study investigated the effects of a mastery motivational climate in physical education (PE) classes on 2×2 achievement goal orientation and dominance, self-regulated learning (SRL), and physical activity (PA) in leisure time. A total of 408 (264 women, 144 men) university students were randomly assigned to two groups:…

Chicken or the Egg: Longitudinal Analysis of the Causal Dilemma between Goal Orientation, Self-Regulation and Cognitive Processing Strategies in Higher Education

ERIC Educational Resources Information Center

De Clercq, Mikael; Galand, Benoit; Frenay, Mariane

2013-01-01

The aim of this study was to investigate the direction of the effect between goal orientation, self-regulation and deep processing strategies in order to understand the impact of these three constructs on students' achievement. The participants were 110 freshmen from the engineering faculty at the Universite catholique de Louvain in Belgium, who…

Analyzing State and Private School Students' Achievement Goal Orientation Levels in Terms of Some Variables

ERIC Educational Resources Information Center

Türkçapar, Ünal

2015-01-01

The purpose of this study is to investigate the state and private school students' achievement goal orientation levels in terms of some variables. Quantitative survey method was used in this study. Study group in this research consists of 201 students who are studying at state and private school in Kahramanmaras during the 2014-2015 academic year.…

Assessing the Importance of Treatment Goals in Patients with Psoriasis: Analytic Hierarchy Process vs. Likert Scales.

PubMed

Gutknecht, Mandy; Danner, Marion; Schaarschmidt, Marthe-Lisa; Gross, Christian; Augustin, Matthias

2018-02-15

To define treatment benefit, the Patient Benefit Index contains a weighting of patient-relevant treatment goals using the Patient Needs Questionnaire, which includes a 5-point Likert scale ranging from 0 ("not important at all") to 4 ("very important"). These treatment goals have been assigned to five health dimensions. The importance of each dimension can be derived by averaging the importance ratings on the Likert scales of associated treatment goals. As the use of a Likert scale does not allow for a relative assessment of importance, the objective of this study was to estimate relative importance weights for health dimensions and associated treatment goals in patients with psoriasis by using the analytic hierarchy process and to compare these weights with the weights resulting from the Patient Needs Questionnaire. Furthermore, patients' judgments on the difficulty of the methods were investigated. Dimensions of the Patient Benefit Index and their treatment goals were mapped into a hierarchy of criteria and sub-criteria to develop the analytic hierarchy process questionnaire. Adult patients with psoriasis starting a new anti-psoriatic therapy in the outpatient clinic of the Institute for Health Services Research in Dermatology and Nursing at the University Medical Center Hamburg (Germany) were recruited and completed both methods (analytic hierarchy process, Patient Needs Questionnaire). Ratings of treatment goals on the Likert scales (Patient Needs Questionnaire) were summarized within each dimension to assess the importance of the respective health dimension/criterion. Following the analytic hierarchy process approach, consistency in judgments was assessed using a standardized measurement (consistency ratio). At the analytic hierarchy process level of criteria, 78 of 140 patients achieved the accepted consistency. Using the analytic hierarchy process, the dimension "improvement of physical functioning" was most important, followed by "improvement of social functioning". Concerning the Patient Needs Questionnaire results, these dimensions were ranked in second and fifth position, whereas "strengthening of confidence in the therapy and in a possible healing" was ranked most important, which was least important in the analytic hierarchy process ranking. In both methods, "improvement of psychological well-being" and "reduction of impairments due to therapy" were equally ranked in positions three and four. In contrast to this, on the level of sub-criteria, predominantly a similar ranking of treatment goals could be observed between the analytic hierarchy process and the Patient Needs Questionnaire. From the patients' point of view, the Likert scales (Patient Needs Questionnaire) were easier to complete than the analytic hierarchy process pairwise comparisons. Patients with psoriasis assign different importance to health dimensions and associated treatment goals. In choosing a method to assess the importance of health dimensions and/or treatment goals, it needs to be considered that resulting importance weights may differ in dependence on the used method. However, in this study, observed discrepancies in importance weights of the health dimensions were most likely caused by the different methodological approaches focusing on treatment goals to assess the importance of health dimensions on the one hand (Patient Needs Questionnaire) or directly assessing health dimensions on the other hand (analytic hierarchy process).

Relationships Among Goal Contents, Exercise Motivations, Physical Activity, and Aerobic Fitness in University Physical Education Courses.

PubMed

Sibley, Benjamin A; Bergman, Shawn M

2016-04-01

The current research examined the relationships among exercise goal contents, behavioral regulation, physical activity, and aerobic fitness within the context of eight-week university physical education courses. Participants were undergraduate students (M age = 20.2 year, SD = 2.3) enrolled in activity courses (N = 461) during the 2010 Fall semester. At pretest, participants completed a demographic survey, Behavioral Regulation in Exercise Questionnaire and the Goal Contents in Exercise Questionnaire. At eight-week posttest, participants completed the Physical Activity Questionnaire for Adults and the PACER aerobic fitness test. Relative intrinsic goal content was found to predict physical activity indirectly and aerobic fitness via behavioral regulation. Specific goal contents related to health management and skill development were found to predict physical activity and aerobic fitness via a fully mediated path through identified and intrinsic regulation. Results supported the efficacy of goal contents and self-determination theory in describing physical activity behavior and fitness. Examining specific types of goal contents and behavioral regulations revealed relationships that were masked by the utilization of omnibus scoring protocols. © The Author(s) 2016.

The effect of occupational cultures on coordination of emergency medical service aircrew.

PubMed

Fonne, V M; Myhre, G

1996-06-01

The purpose of the study was to see whether one can determine different occupational cultures in the Emergency Medical Air Ambulance Service and whether these differences in orientation among the crewmembers may have an impace on effective crew coordination. Due to different requirements of the Emergency Medical Service (EMS), each crewmember joins the duty with different backgrounds, interests and expectations. The operational stresses of this kind of service, however, demand teamwork and may easily expose the crew's ability to coordinate their actions to work as a team. The initial study consisted of 60 operational crewmembers from the Norwegian Air Ambulance Service. Hofstede's questionnaire Values Survey Module was administered for an evaluation of occupational culture. The analysis reveals group differences at the occupational level in the perception of power distribution, team orientation and achievement preferences. We conclude that differences in certain work goals might be attributed partly by specific attitudes and values from the occupational categories' professional background, which influence the interpretation of established rules and procedures in the service. The results are further discussed in relation to the crewmembers' different task demands and areas of responsibility, and emphasis is put on organizational responsibility for enhancing safety and efficiency in the service.

From Goal-Oriented Requirements to Event-B Specifications

NASA Technical Reports Server (NTRS)

Aziz, Benjamin; Arenas, Alvaro E.; Bicarregui, Juan; Ponsard, Christophe; Massonet, Philippe

2009-01-01

In goal-oriented requirements engineering methodologies, goals are structured into refinement trees from high-level system-wide goals down to fine-grained requirements assigned to specific software/ hardware/human agents that can realise them. Functional goals assigned to software agents need to be operationalised into specification of services that the agent should provide to realise those requirements. In this paper, we propose an approach for operationalising requirements into specifications expressed in the Event-B formalism. Our approach has the benefit of aiding software designers by bridging the gap between declarative requirements and operational system specifications in a rigorous manner, enabling powerful correctness proofs and allowing further refinements down to the implementation level. Our solution is based on verifying that a consistent Event-B machine exhibits properties corresponding to requirements.

Fostering change within organizational participants of multisectoral health care alliances.

PubMed

Hearld, Larry R; Alexander, Jeffrey A; Mittler, Jessica N

2012-01-01

A touted advantage of multisectoral health care alliances is their ability to coordinate diverse constituencies and pursue community health goals in ways that allow them to make greater progress than each constituency could independently. However, participating organizations may have goals that do not entirely overlap or necessarily align with the alliance's goals, which can weaken or undermine an alliance's efforts. Fostering changes within participating organizations in ways that are consistent with the alliance's goals (i.e., alliance-oriented change) may be one mechanism by which alliances can coordinate diverse activities and improve care in their local communities. We examined whether alliance-oriented change within participating organizations is associated with alliance decision-making and conflict management style, level of participation, perceptions of alliance participation benefits and costs, and awareness of alliance activities within participating organizations. The study used two rounds of survey data collected from organizational participants of 14 alliances participating in the Robert Wood Johnson Foundation's Aligning Forces for Quality program. Alliance participants generally reported low levels of alliance-oriented change within their organizations as a result of the alliance and its activities. However, participants reporting higher levels of internal change in response to alliance activities had more positive perceptions of alliance decision-making style, higher levels of participation in alliance activities, more positive perceptions of alliance participation benefits relative to costs, and greater awareness of alliance activities across multiple levels of their respective organizations. Despite relatively low levels of alliance-oriented change within participating organizations, alliances may still have the means to align the goal orientations of a diverse membership and foster change that may extend the reach of the alliance in the community.

Task-oriented evaluation of electronic medical records systems: development and validation of a questionnaire for physicians

PubMed Central

2004-01-01

Background Evaluation is a challenging but necessary part of the development cycle of clinical information systems like the electronic medical records (EMR) system. It is believed that such evaluations should include multiple perspectives, be comparative and employ both qualitative and quantitative methods. Self-administered questionnaires are frequently used as a quantitative evaluation method in medical informatics, but very few validated questionnaires address clinical use of EMR systems. Methods We have developed a task-oriented questionnaire for evaluating EMR systems from the clinician's perspective. The key feature of the questionnaire is a list of 24 general clinical tasks. It is applicable to physicians of most specialties and covers essential parts of their information-oriented work. The task list appears in two separate sections, about EMR use and task performance using the EMR, respectively. By combining these sections, the evaluator may estimate the potential impact of the EMR system on health care delivery. The results may also be compared across time, site or vendor. This paper describes the development, performance and validation of the questionnaire. Its performance is shown in two demonstration studies (n = 219 and 80). Its content is validated in an interview study (n = 10), and its reliability is investigated in a test-retest study (n = 37) and a scaling study (n = 31). Results In the interviews, the physicians found the general clinical tasks in the questionnaire relevant and comprehensible. The tasks were interpreted concordant to their definitions. However, the physicians found questions about tasks not explicitly or only partially supported by the EMR systems difficult to answer. The two demonstration studies provided unambiguous results and low percentages of missing responses. In addition, criterion validity was demonstrated for a majority of task-oriented questions. Their test-retest reliability was generally high, and the non-standard scale was found symmetric and ordinal. Conclusion This questionnaire is relevant for clinical work and EMR systems, provides reliable and interpretable results, and may be used as part of any evaluation effort involving the clinician's perspective of an EMR system. PMID:15018620

Task-oriented evaluation of electronic medical records systems: development and validation of a questionnaire for physicians.

PubMed

Laerum, Hallvard; Faxvaag, Arild

2004-02-09

Evaluation is a challenging but necessary part of the development cycle of clinical information systems like the electronic medical records (EMR) system. It is believed that such evaluations should include multiple perspectives, be comparative and employ both qualitative and quantitative methods. Self-administered questionnaires are frequently used as a quantitative evaluation method in medical informatics, but very few validated questionnaires address clinical use of EMR systems. We have developed a task-oriented questionnaire for evaluating EMR systems from the clinician's perspective. The key feature of the questionnaire is a list of 24 general clinical tasks. It is applicable to physicians of most specialties and covers essential parts of their information-oriented work. The task list appears in two separate sections, about EMR use and task performance using the EMR, respectively. By combining these sections, the evaluator may estimate the potential impact of the EMR system on health care delivery. The results may also be compared across time, site or vendor. This paper describes the development, performance and validation of the questionnaire. Its performance is shown in two demonstration studies (n = 219 and 80). Its content is validated in an interview study (n = 10), and its reliability is investigated in a test-retest study (n = 37) and a scaling study (n = 31). In the interviews, the physicians found the general clinical tasks in the questionnaire relevant and comprehensible. The tasks were interpreted concordant to their definitions. However, the physicians found questions about tasks not explicitly or only partially supported by the EMR systems difficult to answer. The two demonstration studies provided unambiguous results and low percentages of missing responses. In addition, criterion validity was demonstrated for a majority of task-oriented questions. Their test-retest reliability was generally high, and the non-standard scale was found symmetric and ordinal. This questionnaire is relevant for clinical work and EMR systems, provides reliable and interpretable results, and may be used as part of any evaluation effort involving the clinician's perspective of an EMR system.

On the Relationship between Value Orientation, Valences, and Academic Achievement

ERIC Educational Resources Information Center

Fries, Stefan; Schmid, Sebastian; Hofer, Manfred

2007-01-01

Value orientations are believed to influence learning in school. We assume that this influence is mediated by the valences attached to specific school subjects. In a questionnaire study (704 students from 36 classes) achievement and well-being value orientations were measured. Students also rated valence scales for the school subjects German and…

Life Ownership Orientation and Attitudes toward Abortion, Suicide, Doctor-Assisted Suicide, and Capital Punishment.

ERIC Educational Resources Information Center

Ross, Lisa Thomson; Kaplan, Kalman J.

1994-01-01

Examined life ownership orientation (extent to which one believes that God, individual, or society has power over one's life) among 117 college students who completed Life Ownership Orientation Questionnaire (LOOQ). Found LOOQ scores demonstrated higher predictive validity with regard to attitudes toward abortion, suicide, doctor-assisted suicide,…

THE EFFECT OF LEADERSHIP STYLE UPON PERFORMANCE AND ADJUSTMENT IN VOLUNTEER TEAMS OPERATING IN A STRESSFUL FOREIGN ENVIRONMENT.

DTIC Science & Technology

questionnaires and rating scales. Results showed that the task-oriented, low LPC leaders were more effective in the favorable and very unfavorable situations...was minimal, the task-oriented ( low LPC) leaders had groups which were relatively better adjusted than groups having relationship-oriented (high LPC

Achievement Orientations, School Adjustment, and Well-Being: A Longitudinal Study

ERIC Educational Resources Information Center

Maatta, Sami; Nurmi, Jari-Erik; Stattin, Hakan

2007-01-01

This study set out to identify the kinds of achievement orientations that adolescents show, and to examine the kinds of antecedents and consequences the use of a particular orientation has. The participants were 734 Swedish adolescents (335 boys and 399 girls) who filled in questionnaires measuring their achievement beliefs and behaviors,…

An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations towards Direct and Inquiry Instructional Approaches

ERIC Educational Resources Information Center

Sahingoz, Selcuk

2017-01-01

One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective…

Motivating nurses' organizational citizenship behaviors by customer-oriented perception for evidence-based practice.

PubMed

Chang, Ching Sheng; Chang, Hae Ching

2010-12-01

There is a gap in the literature about the influence of customer-oriented perception on nursing personnel's organizational citizenship behaviors. Organizational citizenship behaviors are the type of contextual behaviors that are difficult to observe and measure as such behaviors are usually generated in quite subtle and unpredictable ways. This study tested the hypothesis: Customer-oriented perception is associated with increased organizational citizenship behaviors for nurses. If nursing personnel's customer-oriented perception can increase their willingness to display organizational citizenship behaviors, it may facilitate hospital operation and enhance organizational effectiveness. A cross-sectional design using a questionnaire survey of nurses in 10 medical centers was used. Five hundred copies of the questionnaire were distributed, and 232 effective copies were retrieved, with a valid response rate of 46.4%. Structural equation modeling was performed in SPSS 11.0 and Amos 7.0 (SPSS Inc., Chicago, IL, USA) statistical software packages. The main finding was that favorable customer-oriented perception is associated with increased organizational citizenship behaviors for nurses. Extensive training and customer-oriented performance evaluation are proposed in the hope of creating customer-oriented perception among nursing personnel and subsequently inspiring the display of organizational citizenship behaviors. ©2010 Sigma Theta Tau International.

[The effect of gender on the physician's role. Attitudes and expectations of medical students examined by a questionnaire at the start of their studies].

PubMed

Odborg, M H; Eriksen, T R; Petersson, B H

1995-09-04

A questionnaire was given to 254 medical students matriculated in 1992/93 concerning their motivation for wanting to become a doctor, attitudes towards which qualities a doctor should have and their potential choice of medical specialty. The analysis focuses on whether answers are relation-orientated (i.e. directed towards relations to others) or autonomy-orientated (i.e. directed towards rationality and independence). The results show that motivations for becoming a doctor are both relation- and autonomy-orientated. Most students expect the doctor to both be able to relate to the patient and be professionally competent. No gender differences could be demonstrated concerning motivations for becoming a doctor or which qualities a good doctor should possess. Significant gender differences were displayed concerning choice of specialty, most women aiming towards relation-orientated specialties and most men aiming towards autonomy-orientated specialties. It is concluded that the growing proportion of women doctors could change the medical profession towards becoming more patient- and relation-orientated, however their choice of relation-orientated and lower prestige specialties could result in less overall influence than one might otherwise expect.

Validity and Reliability of the School Physical Activity Environment Questionnaire

ERIC Educational Resources Information Center

Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara; Murphy, Anne; Wisdom, Kimberlydawn

2011-01-01

The goal of the current study was to establish the factor validity of the Questionnaire Assessing School Physical Activity Environment (Robertson-Wilson, Levesque, & Holden, 2007) using confirmatory factor analysis procedures. Another goal was to establish internal reliability and test-retest reliability. The confirmatory factor analysis…

Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

PubMed Central

Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

2016-01-01

In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

The Relationship between Mastery Orientation Goals, Student Self-Efficacy for Reading and Reading Achievement in Intermediate Level Learners in a Rural School District

ERIC Educational Resources Information Center

Waleff, Marci Lyn

2010-01-01

Some fourth, fifth and sixth grade students in a rural Pennsylvania school district are not achieving at a proficient level and have low self-efficacy in reading. The purpose of this study was to determine the relationship between teacher implemented mastery orientation goals, students' judgment of their ability to perform the task of reading…

Achievement Goal Orientations and Self Handicapping as Mediator and Moderator of the Relationship between Intrinsic Achievement Motivation and Negative Automatic Thoughts in Adolescence Students

ERIC Educational Resources Information Center

Kapikiran, Sahin

2012-01-01

The main purpose of this study was to examine the mediator and moderator role of self-handicapping and achievement goal orientations variables on the relationship between negative automatic thoughts intrinsic achievement motivation in high school students. 586 high school students, ranging in age from 14 to 20 (M = 16.08), adolescence students…

Does Big-Fish-Little-Pond Effect Always Exist? Investigation of Goal Orientations as Moderators in the Hong Kong Context

ERIC Educational Resources Information Center

Cheng, Rebecca Wing-yi; McInerney, Dennis M.; Mok, Magdalena Mo Ching

2014-01-01

The big-fish-little-pond effect (BFLPE) posits that students with the same ability will have higher academic self-concepts when they are in low-ability classes than in high-ability classes. Our research puts the BFLPE under scrutiny by examining goal orientations as the moderators that may affect the size of the BFLPE. We collected data on…

Parental Involvement and Student Motivation: A Quantitative Study of the Relationship between Student Goal Orientation and Student Perceptions of Parental Involvement among 5th Grade Students

ERIC Educational Resources Information Center

Mendoza, Christine Daryabigi

2012-01-01

The purpose of this study was to examine a possible relationship between student perceptions of parental involvement and student goal orientation for an ethnically diverse fifth grade elementary population from high-poverty schools. This study was quantitative in nature and employed the Patterns of Adaptive Learning Scales (PALS) to assess the…

The impact of goal-oriented task design on neurofeedback learning for brain-computer interface control.

PubMed

McWhinney, S R; Tremblay, A; Boe, S G; Bardouille, T

2018-02-01

Neurofeedback training teaches individuals to modulate brain activity by providing real-time feedback and can be used for brain-computer interface control. The present study aimed to optimize training by maximizing engagement through goal-oriented task design. Participants were shown either a visual display or a robot, where each was manipulated using motor imagery (MI)-related electroencephalography signals. Those with the robot were instructed to quickly navigate grid spaces, as the potential for goal-oriented design to strengthen learning was central to our investigation. Both groups were hypothesized to show increased magnitude of these signals across 10 sessions, with the greatest gains being seen in those navigating the robot due to increased engagement. Participants demonstrated the predicted increase in magnitude, with no differentiation between hemispheres. Participants navigating the robot showed stronger left-hand MI increases than those with the computer display. This is likely due to success being reliant on maintaining strong MI-related signals. While older participants showed stronger signals in early sessions, this trend later reversed, suggesting greater natural proficiency but reduced flexibility. These results demonstrate capacity for modulating neurofeedback using MI over a series of training sessions, using tasks of varied design. Importantly, the more goal-oriented robot control task resulted in greater improvements.

Hidden benefits of a peer-mentored 'Hospital Orientation Day': first-year medical students' perspectives.

PubMed

Barker, Thomas A; Ngwenya, Nothando; Morley, David; Jones, Ellen; Thomas, Cathryn P; Coleman, Jamie J

2012-01-01

Entering the clinical environment is potentially stressful for junior medical students. We evaluated first-year medical student feedback on a peer-mentored 'Hospital Orientation Day' designed to provide insight into future clinical training. Using a mixed methodology approach data were collected from first-year medical students. Responses to a questionnaire were used to develop a topic guide for focus groups held the next academic year. The questionnaire was completed by 230 first-year students and 32 second years participated in the interviews. Thematic analysis was used to draw conclusions. Analysis of questionnaire responses indicated that students gained insight into future learning. Focus groups then generated five themes: (1) entering the hospital without fear, (2) linking the present with the future, (3) understanding the culture of learning in the clinical years, (4) a 'Backstage Pass' to the clinical world and (5) peer mentors make or break the day. Using peer mentors during the Hospital Orientation Day allowed insight into future learning. We highlight the importance of student Mentors in the success of hospital orientation. To maximise the benefits for first years, we recommend a mentor selection procedure, mentor training opportunities and incentives to optimise mentor performance.

Italian version of the task and ego orientation in sport questionnaire.

PubMed

Bortoli, Laura; Robazza, Claudio

2005-02-01

The 1992 Task and Ego Orientation in Sport Questionnaire developed by Duda and Nicholls was translated into Italian and administered to 802 young athletes, 248 girls and 554 boys aged 8 to 14 years, drawn from a range of individual and team sports, to examine its factor structure. Data sets of a calibration sample (boys 12-14 years) and of four cross-validation samples (boys 8-11 years, girls 8-11 years, boys 12-14 years, and girls 12-14 years) were subjected to confirmatory factor analysis specifying, as in the original questionnaire, an Ego Orientation scale (6 items) and a Task Orientation scale (7 items). Results across sex and age yielded chi2/df ratios ranging from 1.95 to 3.57, GFI indices above .90, AGFI indices ranging from .90 to .92, and RMSEA values not above .10. Findings provided acceptable support for the two-dimension structure of the test. In the whole sample, the Ego factor accounted for the 27.2% of variance and the Task factor accounted for the 33.5% of variance. Acceptable internal consistency of the two scales was also shown, with Cronbach alpha values ranging from .73 to .85.

The interrelationship between orthorexia nervosa, perfectionism, body image and attachment style.

PubMed

Barnes, Marta A; Caltabiano, Marie L

2017-03-01

We investigated whether perfectionism, body image, attachment style, and self-esteem are predictors of orthorexia nervosa. A cohort of 220 participants completed a self-administered, online questionnaire consisting of five measures: ORTO-15, the Multidimensional Perfectionism Scale (MPS), the Multidimensional Body-Self Relations Questionnaire-Appearance Scale (MBSRQ-AS), the Relationship Scales Questionnaire (RSQ), and Rosenberg's Self-Esteem Scale (RSES). Correlation analysis revealed that higher orthorexic tendencies significantly correlated with higher scores for perfectionism (self-oriented, others-oriented and socially prescribed), appearance orientation, overweight preoccupation, self-classified weight, and fearful and dismissing attachment styles. Higher orthorexic tendencies also correlated with lower scores for body areas satisfaction and a secure attachment style. There was no significant correlation between orthorexia nervosa and self-esteem. Multiple linear regression analysis revealed that overweight preoccupation, appearance orientation and the presence of an eating disorder history were significant predictors of orthorexia nervosa with a history of an eating disorder being the strongest predictor. Orthorexia nervosa shares similarities with anorexia nervosa and bulimia nervosa with regards to perfectionism, body image attitudes, and attachment style. In addition, a history of an eating disorder strongly predicts orthorexia nervosa. These findings suggest that these disorders might be on the same spectrum of disordered eating.

Patients' understanding of treatment goals and disease course and their relationship with optimism, hope, and quality of life: a preliminary study among advanced breast cancer outpatients before receiving palliative treatment.

PubMed

Soylu, Cem; Babacan, Taner; Sever, Ali R; Altundag, Kadri

2016-08-01

The aims of this study were to explore advanced breast cancer patients' knowledge of treatment intent and expectation of illness course and to evaluate their relationship with optimism, hope, and quality of life (QoL). Patients with advanced breast cancer (n = 55) who were treated in the ambulatory clinic of the University of Hacettepe were included in the study. They completed Life Orientation Scale, The Hope Scale, and the European Organization for Research and Treatment of Cancer Quality of Life questionnaires. The data regarding the knowledge of illness progression and the perceptions of therapy intent were assessed using self-administered open-ended questionnaires that were answered by the patients. The data revealed that 58.2 % of the patients had an inaccurate perception of treatment intent, believing the aim of treatment was cure, whereas only 38.2 % of the patients had a realistic expectation that their disease may remain stable or may progress over a year. In addition, the awareness of disease progression and perception of goals of treatment was significantly related to hope and optimism scores but not to QoL. A large proportion of patients diagnosed with advanced breast cancer believed that their treatment was "curative", and they would improve within a year. Findings of our study suggest that patients with inaccurate perception of treatment intent and unrealistic expectation of prognosis have higher hope and optimism scores than those who do not, but there were no significant differences in terms of global health status.

Racial Discrimination and Alcohol Use: The Moderating Role of Religious Orientation.

PubMed

Parenteau, Stacy C; Waters, Kristen; Cox, Brittany; Patterson, Tarsha; Carr, Richard

2017-01-02

An outgrowth of research has established a relationship between racial discrimination and alcohol use, as well as factors that moderate this association. The main objective of this study was to determine if religious orientation moderates the relationship between perceived racial discrimination and alcohol use. This study utilized a cross-sectional data collection strategy to examine the relationship among discrimination, religious orientation, and alcohol use among undergraduate students (N = 349) at a midsize southeastern university. Data was collected in 2014. Participants completed a demographic questionnaire, the General Ethnic Discrimination Scale, the Extrinsic/Intrinsic Religious Orientation Scale-Revised and the Drinking and Drug Habits Questionnaire. Analyses using hierarchical linear regression indicate a significant interaction effect (lifetime discrimination × extrinsic religious orientation) on problem drinking. Additional moderation analyses reveal a significant interaction effect between lifetime discrimination and the extrinsic-personal religious orientation on problem drinking. Results suggest that an extrinsic religious orientation, and particularly, an extrinsic-personal religious orientation, moderates the relationship between lifetime discrimination and problem drinking, suggesting that turning to religion for comfort and protection, rather than for the superficial purpose of seeing/making friends at church, may buffer against the deleterious effects of discrimination-specifically, engaging in problem drinking to cope with the stress of discrimination. Limitations, directions for future research, and clinical implications are discussed.

Career orientation and burnout in French general practitioners.

PubMed

Truchot, Didier

2008-12-01

This study among 259 French general practitioners examined how Cherniss's four career orientations, Artisan, Social Activist, Careerist, and Self-investor, as recalled by these physicians, are related to their burnout scores. Data were collected using anonymous questionnaires. Initial and present career orientations were related to depersonalization and personal accomplishment. Those whose career orientation changed to Self-investor reported the highest despersonalization, while those who changed to the Artisan orientation reported the lowest depersonalization. Results are discussed regarding the fit between career orientation and the work setting of general practitioners, a professional group with high burnout.

Effects of Cooperative, Competitive, and Individualized Goal Structures on Learning Outcomes.

ERIC Educational Resources Information Center

Johnson, David W.; Johnson, Roger T.

A theoretical orientation to three goal structures (cooperation, competition, and individualization) is postulated, based upon Deutsch's extension of Lewin's theory of motivation. Lewin postulated that a state of tension within a person motivates movement toward the accomplishment of desired goals; a goal structure specifies the type of…

Science Motivation of University Students: Achievement Goals as a Predictor

ERIC Educational Resources Information Center

Arslan, Serhat; Akcaalan, Mehmet; Yurdakul, Cengiz

2017-01-01

The objective of this investigation is to make a study of the relationship between achievement goals and science motivation. Research data were collected from 295 university students. Achievement goals and science motivation scales were utilized as measure tools. The link between achievement goals orientation and science motivation was…

Taiwanese Sixth Graders' Achievement Goals and Their Motivation, Strategy Use, and Grades: An Examination of the Multiple Goal Perspective

ERIC Educational Resources Information Center

Shih, Shu-Shen

2005-01-01

Using the trichotomous framework of achievement goals, in the present study I investigated the effects of different combinations of achievement goals on Taiwanese sixth graders' motivation, strategy use, and performance. 242 students completed a self-report survey assessing their achievement goal orientations and a range of outcomes including…

Maternal Goal Factors in Adaptive and Maladaptive Childhood Perfectionism

ERIC Educational Resources Information Center

Hutchinson, Amy Joy; Yates, Gregory C. R.

2008-01-01

In this project, 72 middle school students responded to a questionnaire tapping three aspects of perfectionism: self-striving, socially-prescribed perfectionism, and concern for mistakes. Their mothers completed a questionnaire assessing goal expression along three dimensions defined as direct expectations (e.g., "I set high standards for my…

Italian version of the Task and Ego Orientation in physical education questionnaire.

PubMed

Bortoli, Laura; Robazza, Claudio

2005-12-01

The 1992 Task and Ego Orientation in Sport Questionnaire developed by Duda and Nicholls was modified by Walling and Duda in 1995 to assess task and ego orientation in physical education. The modified version was translated into Italian and administered to 1,547 students, 786 girls and 761 boys ages 14 to 19 years, to examine the factor structure. To evaluate the goodness of fit of the expected two-factor solution as in the original questionnaire, confirmatory factor analysis was conducted on four samples of boys and girls of two classes of age (14-16 and 17-19 years). Across sex and age, chi-squared/df ratios were less than 5.0, fit indices (GFI, NNFI, and CFI) not less than .90, and root mean square error of approximation (RMSEA) below .10. Thus, the two-factor solution of the questionnaire was supported. In the total sample, the two scales showed good internal consistency, with Cronbach alpha values of .92 for the Ego factor and .83 for the Task factor. The Ego factor accounted for 34.1% of variance and the Task factor accounted for 21.0% of variance.

The role of the elementary school principal — as perceived by Israeli principals an attempt at role analysis

NASA Astrophysics Data System (ADS)

Kremer, Lya

1983-03-01

The study aimed to define the role of principalship, necessary because of the conflicting loyalties and responsibilities inherent in this role. Four `facets' were used to classify areas of principals' activities, from which a questionnaire was constructed. Ninety principals, representing most of those in the northern part of Israel, participated in the project. On the basis of the questionnaire, they related their role activities to the degree of autonomy they felt they were granted. The findings identify the main factors in the role of the principal and show that principals' activities may be defined according to (a) the degree to which they have been planned in advance or carried out ad hoc; (b) their professional or bureaucratic character; (c) the goals which they are meant to serve and whether their aim is task/product-or person-orientated. In all of these areas the principal can act with varying degrees of autonomy. The techniques employed in obtaining and analyzing the results offer a means of creating and comparing principals' profiles, hence also of indicating the position of the principal in the more general system; producing a typology of administrative styles; and identifying personal styles of principalship.

Passion and coping: relationships with changes in burnout and goal attainment in collegiate volleyball players.

PubMed

Schellenberg, Benjamin J I; Gaudreau, Patrick; Crocker, Peter R E

2013-06-01

This study examined the relationship between harmonious and obsessive passion and coping, and assessed whether coping mediated the relationship between passion types and changes in burnout and goal attainment. College- and university-level volleyball players (N = 421) completed measures of passion, coping, burnout, and goal attainment at the start and end of a season. Results of structural equation modeling, using a true latent change approach, supported a model whereby types of passion were indirectly related to changes in burnout and goal attainment via coping. Harmonious passion was positively related to task-oriented coping which, in turn, was positively associated with change in goal attainment. Obsessive passion was positively associated with disengagement-oriented coping which, in turn, was positively and negatively associated with changes in burnout and goal attainment, respectively. This study identifies coping as a reason why passionate athletes may experience changes in burnout and goal attainment over the course of a season.

An Examination of Mastery- and Performance-Based Orientations in Strategic Communication Syllabi and Suggestions for Rhetorical and Pedagogical Improvement

ERIC Educational Resources Information Center

Stevens, Elise M.; Gibson, Rhonda

2017-01-01

This study evaluated syllabi (N = 87) from introductory advertising and public relations courses to examine to what extent and how stated course goals and assignments signal the overall learning orientation of a course and which type of learning orientation--mastery or performance--was most common. Mastery orientations emphasize intrinsic rewards,…

Do Reactions of Adaptation to Disability Influence the Fluctuation of Future Time Orientation among Individuals with Spinal Cord Injuries?

ERIC Educational Resources Information Center

Martz, Erin

2004-01-01

Rehabilitation counseling involves the construction of vocational goals, which involves future-oriented thinking. Yet, research indicates that time orientations may change after the experience of a trauma. Due to the potential importance of a future time orientation (FTO) in rehabilitation counseling, predictors of an FTO were examined among 317…

Goal orientations, motivational climate, equality, and discipline of Spanish physical education students.

PubMed

Cervelló, Eduardo M; Jiménez, Ruth; del Villar, Fernando; Ramos, Luis; Santos-Rosa, Francisco J

2004-08-01

This study analyzes how dispositional goal orientations and perception of different motivational climates are related to the students' perception of sex-related egalitarian treatment and the appearance of disciplined or undisciplined behaviors in physical education classes. Analyses showed that ego orientation is a predictor of undisciplined behavior. Task orientation was positively associated to discipline. The perception of task-involving motivational climate is related to the students' perception of equal treatment. On the contrary, the perception of ego-involving climate has been linked positively to the prediction of the perception of sex discrimination in physical education classes and negatively to the perception of equality and the appearance of disciplined behavior. This study discusses the implications of these results related to teaching instructional actions in physical education classes.

The multidisciplinary treatment plan: a format for enhancing activity therapy department involvement.

PubMed

Lang, E; Mattson, M

1985-01-01

A structured, goal-oriented format for enhancing the involvement of activity therapy disciplines in the multidisciplinary treatment planning process has been developed in a large private psychiatric teaching hospital. The format, an adaptation of the problem-oriented record, encompasses formal procedures for identifying and recording relevant problems, goals, methods, and objectives for activity therapy treatment. The benefits of this approach include the development of specific, measurable, attainable functional goals; increased accountability in treatment planning and delivery; less time spent in documentation; and education of other staff about the role and function of activities therapy. Patients have a better understanding of their goals and the steps needed to achieve them and show increased participation in the therapy process.

Leadership styles of hospital pharmacy directors.

PubMed

Parrett, E E; Hurd, P D; Northcraft, G; McGhan, W F; Bootman, J L

1985-05-01

The leadership styles of hospital pharmacy directors and the association between leadership style, participative management, and innovative pharmaceutical services were studied using a mail questionnaire. The questionnaire was sent to 570 randomly selected hospital pharmacy directors. Included were a validated instrument that measures task-oriented versus relationship-oriented leadership behavior and other questions about participation of staff members, innovative services, and respondents' personal characteristics. The response rate was 69%. The majority of respondents perceived their leadership as highly relationship-oriented as well as highly task-oriented. Respondents with the "high relationship-high task" leadership style had the highest scores for subordinate participation. There were no significant differences in scores for innovative services by leadership style. A positive correlation between scores for subordinate participation and scores for innovative services was demonstrated. Most hospital pharmacy directors used a management style in which relationships and staff participation were important.

The Relation between Gender Role Orientation and Fear and Anxiety in Nonclinic-Referred Children

ERIC Educational Resources Information Center

Muris, Peter; Meesters, Cor; Knoops, Miranda

2005-01-01

This study examined the relation between gender role orientation and fear and anxiety in a sample of nonclinic-referred children (N = 209) ages 10 to 13 years. Children and their parents completed questionnaires assessing children's gender role orientation, toy and activity preferences, and fear and anxiety. Results generally indicated that…

Goal-oriented Site Characterization in Hydrogeological Applications: An Overview

NASA Astrophysics Data System (ADS)

Nowak, W.; de Barros, F.; Rubin, Y.

2011-12-01

In this study, we address the importance of goal-oriented site characterization. Given the multiple sources of uncertainty in hydrogeological applications, information needs of modeling, prediction and decision support should be satisfied with efficient and rational field campaigns. In this work, we provide an overview of an optimal sampling design framework based on Bayesian decision theory, statistical parameter inference and Bayesian model averaging. It optimizes the field sampling campaign around decisions on environmental performance metrics (e.g., risk, arrival times, etc.) while accounting for parametric and model uncertainty in the geostatistical characterization, in forcing terms, and measurement error. The appealing aspects of the framework lie on its goal-oriented character and that it is directly linked to the confidence in a specified decision. We illustrate how these concepts could be applied in a human health risk problem where uncertainty from both hydrogeological and health parameters are accounted.

Management of Instructional Development: A Matter of Principles.

ERIC Educational Resources Information Center

Patterson, Amos C.; Gilger, Rebecca L.

1979-01-01

Examines how instructional development processes can be successfully managed. Principles of management are offered for setting precise goals; acceptance of these goals; and maximizing self-concept through formal rewards that are goal oriented, through performance evaluation, and through change analysis. (RAO)

Quality-Oriented Management of Educational Innovation at Madrasah Ibtidaiyah

ERIC Educational Resources Information Center

Sofanudin, Aji; Rokhman, Fathur; Wasino; Rusdarti

2016-01-01

This study aims to explore the quality-oriented management of educational innovation at Madrasah Ibtidaiyah. Quality-Oriented Management of Educational Innovation is the process of managing new resources (ideas, practices, objects, methods) in the field of education to achieve educational goals or solve the problem of education. New ideas,…

Domain Specific Aspects of Locus of Control: Implications for Modifying Locus of Control Orientation

ERIC Educational Resources Information Center

Bradley, Robert H.; Gaa, John P.

1977-01-01

Goal-setting conferences were employed to improve LOC orientation for academic achievement situations among junior high school students (N=36). Results were interpreted as supporting domain-specific aspects of LOC. Results implied that educators can design programs to modify LOC orientation. (Author)

Houle's Typology: Time for Reconsideration.

ERIC Educational Resources Information Center

Gordon, Howard R. D.

According to Houle's 1961 typology, adult learners may be classified as being primarily goal-oriented, activity-oriented, or learning-oriented learners. Since 1961, society has moved from an industrial age to a post-technological era of information and service. In view of the extensive social changes that have occurred since 1961, Houle's typology…

Training Older Workers: Resource-Oriented Strategies

ERIC Educational Resources Information Center

Jeske, Debora; Stamov Roßnagel, Christian; Strack, Juliane

2017-01-01

The goal of this paper is to outline resource-oriented strategies which may help practitioners provide training that caters for the needs of older workers. Building on resource-oriented frameworks, we review research that directly or indirectly examines the relationship between age and training performance. We identify three personal and three…

The Negative Impact of Goal-Oriented Instructions

ERIC Educational Resources Information Center

Shatz, Itamar

2015-01-01

The phrasing of task instructions can facilitate or hinder the learning process. In this study, three groups of participants (N = 526) performed a foreign vocabulary memorization task, with modified instructions for each group. The instructions were either learning oriented, encouraging participants to improve their abilities; outcome oriented,…

From recovery programs to recovery-oriented practice? A qualitative study of mental health professionals' experiences when facilitating a recovery-oriented rehabilitation program.

PubMed

Dalum, Helle Stentoft; Pedersen, Inge Kryger; Cunningham, Harry; Eplov, Lene Falgaard

2015-12-01

The recovery model has influenced mental health services and fostered new standards for best practice. However, knowledge about how mental health care professionals (HCPs) experience recovery-oriented programs is sparse. This paper explores HCPs' experiences when facilitating a recovery-oriented rehabilitation program. The research question is how do HCPs experience a change in their attitude and practice when applying recovery-oriented programs? This paper draws on semi-structured in-depth qualitative interviews conducted with 16 HCPs experienced in facilitating a recovery-oriented rehabilitation program in either the USA or Denmark. Three themes emerged from the HCPs' reflections on changes in attitudes and practices: "Hopeful Attitude" captures a change in the HCPs' attitude toward a more positive view on the future for clients' living with mental illness; "A New Focus in the Dialogue With Clients" thematizes how the HCPs focus more on the individual's own goal for recovery rather than disease-induced goals in the dialog with clients; "A Person-Centered Role" comprises a shift in the professional role whereby the HCPs value the client's own ideas in addition to the professional's standards. This study supports the theory of the recovery model by its empirical findings and indications that when facilitating a recovery-oriented program, HCPs experience recovery-oriented changes in their attitude toward life with mental illness, and it alters their professional practice toward a stronger focus on client's own goals during treatment. More studies are needed to further clarify how changes in HCPs' attitudes translate into changes in mental health practices. Copyright © 2015 Elsevier Inc. All rights reserved.

Organizational and media stress among professional football players: testing an achievement goal theory model.

PubMed

Kristiansen, E; Halvari, H; Roberts, G C

2012-08-01

The purpose of this study was to investigate media and coach-athlete stress experienced by professional football players and their relationship to motivational variables by testing an achievement goal theory (AGT) stress model. In order to do so, we developed scales specifically designed to assess media and coach-athlete stress. Eighty-two elite football players (M(age) =25.17 years, SD=5.19) completed a series of questionnaires. Correlations and bootstrapping were used as primary statistical analyses, supplemented by LISREL, to test the hypotheses. Results revealed that a mastery climate was directly and negatively associated with coach-athlete stress, while a performance climate was directly and positively associated with coach-athlete stress. In addition, an indirect positive path between the performance climate and media stress was revealed through ego orientation. These findings support some of the key postulates of AGT; a mastery climate reduces the perception of stress among athletes, and the converse is true for a performance climate. Coaches of elite footballers are advised to try to reduce the emphasis on performance criteria because of its stress-reducing effects. © 2011 John Wiley & Sons A/S.

Reference system of competence and engagement in adapted physical activities of people with recent spinal cord injury.

PubMed

Gernigon, Christophe; Pereira Dias, Catarina; Riou, François; Briki, Walid; Ninot, Grégory

2015-01-01

This study tested whether persons with Recent Spinal Cord Injury (RSCI) who practice adapted physical activities (APA) and those who do not differ with regard to achievement goals, physical self-perceptions, and global self-esteem. Adults with RSCI in rehabilitation centers voluntarily completed questionnaires of achievement goals and self-esteem. Then, based on whether they engaged or not in APA programs, they were considered participants or non-participants in APA. Compared to participants in APA, non-participants were more oriented toward mastery-avoidance goals and had lower scores of physical self-worth and global self-esteem. No differences were found for other achievement goals and for low-level dimensions of physical self. These findings suggest that mastery-avoidance goals are associated with a maladaptive motivational pattern when intrapersonal comparison conveys a threat for the self. Practical implications for rehabilitation programs for persons with RSCI are offered. Adapted Physical Activities (APA) programs are supervised physical activity programs in which the choice of the activity as well as the frequency, the duration, and the intensity of practice are adapted to the inpatients' capabilities. Attempts to master physical activities can be seen as threatening experiences to be avoided by persons with Recent Spinal Cord Injury (RSCI) in rehabilitation centers. Comparing one's capabilities in physical activities with those of other persons with RSCI is not motivationally detrimental with respect to the practice of these activities. Upon persons with RSCI' arrival in rehabilitation centers, physical educators should promote a friendly competitive climate in the practice of APA to help inpatients recover healthy levels of physical self-perceptions and global self-esteem as well as motivation to exercise.

Perceived Parenting Styles and Goal Orientations: A Study of Teacher Education Students in Hong Kong

ERIC Educational Resources Information Center

Chan, Kwok-wai; Chan, Siu-mui

2005-01-01

Two achievement goals and three perceived parenting styles were identified in a sample of Hong Kong teacher education students. Significant correlations exist within the perceived parenting styles and the achievement goals. Parental authoritativeness was significantly and positively related to learning goal, and parental authoritarianism was…

Integrating the Demonstration Orientation and Standards-Based Models of Achievement Goal Theory

ERIC Educational Resources Information Center

Wynne, Heather Marie

2014-01-01

Achievement goal theory and thus, the empirical measures stemming from the research, are currently divided on two conceptual approaches, namely the reason versus aims-based models of achievement goals. The factor structure and predictive utility of goal constructs from the Patterns of Adaptive Learning Strategies (PALS) and the latest two versions…

Adolescents' future orientation and nonmedical use of prescription drugs.

PubMed

Steiger, Rena M; Stoddard, Sarah A; Pierce, Jennifer

2017-02-01

How adolescents think about their future (i.e., future orientation) impacts their risk-taking behavior. The purpose of the present analysis was to explore whether future orientation (future planning, perceived risk to future goals, and positive future expectations) was associated with nonmedical use of stimulants and analgesics in a sample of high school students. Information on future orientation and nonmedical use of prescription drugs (NMUPD) were collected using a paper-and-pencil survey from a sample of 9th-12th grade students in a Midwestern school. Higher perceived risk to future goals and positive future expectations were associated with a lower likelihood of self-reported nonmedical use of stimulants (n=250; OR=0.46, 95% CI: 0.26, 0.83; OR=0.15, 95% CI: 0.05, 0.47, respectively). Only higher perceived risk to future goals was associated with a lower likelihood of self-reported nonmedical use of analgesics (n=250; OR=0.40, 95% CI: 0.24, 0.68). In a follow-up analysis limited to students who endorsed alcohol or marijuana use, perceived risk to future goals remained associated with a lower likelihood of nonmedical use of stimulants and analgesics. Results suggest that risk perception might be a salient protective factor against both nonmedical use of stimulants and analgesics. Overall, the differential impact of conceptualizations of future orientation might depend on the class of prescription drug used, demonstrating a need to consider prescription drugs individually in the development of future studies and interventions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Is gaze following purely reflexive or goal-directed instead? Revisiting the automaticity of orienting attention by gaze cues.

PubMed

Ricciardelli, Paola; Carcagno, Samuele; Vallar, Giuseppe; Bricolo, Emanuela

2013-01-01

Distracting gaze has been shown to elicit automatic gaze following. However, it is still debated whether the effects of perceived gaze are a simple automatic spatial orienting response or are instead sensitive to the context (i.e. goals and task demands). In three experiments, we investigated the conditions under which gaze following occurs. Participants were instructed to saccade towards one of two lateral targets. A face distracter, always present in the background, could gaze towards: (a) a task-relevant target--("matching" goal-directed gaze shift)--congruent or incongruent with the instructed direction, (b) a task-irrelevant target, orthogonal to the one instructed ("non-matching" goal-directed gaze shift), or (c) an empty spatial location (no-goal-directed gaze shift). Eye movement recordings showed faster saccadic latencies in correct trials in congruent conditions especially when the distracting gaze shift occurred before the instruction to make a saccade. Interestingly, while participants made a higher proportion of gaze-following errors (i.e. errors in the direction of the distracting gaze) in the incongruent conditions when the distracter's gaze shift preceded the instruction onset indicating an automatic gaze following, they never followed the distracting gaze when it was directed towards an empty location or a stimulus that was never the target. Taken together, these findings suggest that gaze following is likely to be a product of both automatic and goal-driven orienting mechanisms.

Effects of self-construal and its relationship with subjective well-being across cultures.

PubMed

Yamaguchi, Ayano; Kim, Min-Sun

2015-01-01

The purpose of this study is to test cross-cultural predictions of the associations between goal pursuits and subjective well-being among 601 college students (200 in Japan and 401 in the United States). The results indicated that interdependence in all cultures was associated with socially oriented subjective well-being. In the United States, it was also correlated with social goal pursuit. However, independence in the United States correlated with individual-oriented subjective well-being, while in Hawaii, it also correlated with hedonic goal pursuit. Discussion of these results and their implications are provided. © The Author(s) 2013.

Training in Goal-Oriented Attentional Self-Regulation Improves Executive Functioning in Veterans with Chronic TBI.

PubMed

Novakovic-Agopian, Tatjana; Kornblith, Erica S; Abrams, Gary; Burciaga-Rosales, Joaquin; Loya, Fred; D'Esposito, Mark; Chen, Anthony J-W

2018-05-02

Deficits in executive control functions are some of the most common and disabling consequences of both military and civilian brain injury. However, effective interventions are scant. The goal of this study was to assess whether cognitive rehabilitation training that was successfully applied in chronic civilian brain injury would be effective for military Veterans with TBI. In a prior study, participants with chronic acquired brain injury significantly improved after training in goal-oriented attentional self-regulation (GOALS) on measures of attention/executive function, functional task performance, and goal-directed control over neural processing on fMRI. The objective of this study was to assess effects of GOALS training in Veterans with chronic TBI. 33 Veterans with chronic TBI and executive difficulties in their daily life completed either five weeks of manualized Goal-Oriented Attentional Self-Regulation (GOALS) training or Brain-Health Education (BHE) matched in time and intensity. Evaluator-blinded assessments at baseline and post training included neuropsychological and complex functional task performance and self-report measures of emotional regulation. After GOALS, but not BHE training, participants significantly improved from baseline on primary outcome measures of: Overall Complex Attention/Executive Function composite neuropsychological performance score [F = 7.10, p =.01; partial 2 = .19], and on overall complex functional task performance (Goal Processing Scale Overall Performance) [F=6.92, p=.01, partial 2 =.20]. Additionally, post-GOALS participants indicated significant improvement on emotional regulation self-report measures [POMS Confusion Score F=6.05, p=.02, partial2=.20]. Training in attentional self-regulation applied to participant defined goals may improve cognitive functioning in Veterans with chronic TBI. Attention regulation training may not only impact executive control functioning in real world complex tasks, but may also improve emotional regulation and functioning. Implications for treatment of Veterans with TBI are discussed.

Performance of First-Tour WAC Enlisted Women: Data Base for the Performance Orientation of Women's Basic Training. Final Report.

ERIC Educational Resources Information Center

Boyd, H. Alton; And Others

The introduction of performance-oriented instructional procedures into Women's Basic Training (BT) at Fort McClellan and the revision of Army Training Program 21-121 to incorporate the philosophy and principles of performance-oriented training are described in the document. Results from a questionnaire regarding duties, activities, and attitudes…

Cultural variation in the focus on goals versus processes of actions.

PubMed

Miyamoto, Yuri; Knoepfler, Christopher A; Ishii, Keiko; Ji, Li-Jun

2013-06-01

Everyday actions (e.g., riding a bike) can be described in ways that emphasize either the goals of the action by adapting a higher level identification (e.g., getting exercise) or the processes of the action by adapting a lower level identification (e.g., pedaling). In Studies 1 and 2, we demonstrate cultural differences in focusing on the process or goal of actions at the individual level: Americans are more likely than Japanese to focus on the goal (rather than the process) of actions. Study 3 recruited Chinese participants in addition to American and Japanese participants and found that cultural differences in action identification are partly explained by cultural differences in self-consistency. Study 4 further showed cultural differences at the collective level: American media presents more goal-oriented information and less process-oriented information than does Japanese media. These findings highlight the role of culture in shaping how people attend to different aspects of actions.

Representing functions/procedures and processes/structures for analysis of effects of failures on functions and operations

NASA Technical Reports Server (NTRS)

Malin, Jane T.; Leifker, Daniel B.

1991-01-01

Current qualitative device and process models represent only the structure and behavior of physical systems. However, systems in the real world include goal-oriented activities that generally cannot be easily represented using current modeling techniques. An extension of a qualitative modeling system, known as functional modeling, which captures goal-oriented activities explicitly is proposed and how they may be used to support intelligent automation and fault management is shown.

3-D direct current resistivity anisotropic modelling by goal-oriented adaptive finite element methods

NASA Astrophysics Data System (ADS)

Ren, Zhengyong; Qiu, Lewen; Tang, Jingtian; Wu, Xiaoping; Xiao, Xiao; Zhou, Zilong

2018-01-01

Although accurate numerical solvers for 3-D direct current (DC) isotropic resistivity models are current available even for complicated models with topography, reliable numerical solvers for the anisotropic case are still an open question. This study aims to develop a novel and optimal numerical solver for accurately calculating the DC potentials for complicated models with arbitrary anisotropic conductivity structures in the Earth. First, a secondary potential boundary value problem is derived by considering the topography and the anisotropic conductivity. Then, two a posteriori error estimators with one using the gradient-recovery technique and one measuring the discontinuity of the normal component of current density are developed for the anisotropic cases. Combing the goal-oriented and non-goal-oriented mesh refinements and these two error estimators, four different solving strategies are developed for complicated DC anisotropic forward modelling problems. A synthetic anisotropic two-layer model with analytic solutions verified the accuracy of our algorithms. A half-space model with a buried anisotropic cube and a mountain-valley model are adopted to test the convergence rates of these four solving strategies. We found that the error estimator based on the discontinuity of current density shows better performance than the gradient-recovery based a posteriori error estimator for anisotropic models with conductivity contrasts. Both error estimators working together with goal-oriented concepts can offer optimal mesh density distributions and highly accurate solutions.

Reasons for starting and stopping electronic cigarette use.

PubMed

Pepper, Jessica K; Ribisl, Kurt M; Emery, Sherry L; Brewer, Noel T

2014-10-03

The aim of our study was to explore reasons for starting and then stopping electronic cigarette (e-cigarette) use. Among a national sample of 3878 U.S. adults who reported ever trying e-cigarettes, the most common reasons for trying were curiosity (53%); because a friend or family member used, gave, or offered e-cigarettes (34%); and quitting or reducing smoking (30%). Nearly two-thirds (65%) of people who started using e-cigarettes later stopped using them. Discontinuation was more common among those whose main reason for trying was not goal-oriented (e.g., curiosity) than goal-oriented (e.g., quitting smoking) (81% vs. 45%, p < 0.001). The most common reasons for stopping e-cigarette use were that respondents were just experimenting (49%), using e-cigarettes did not feel like smoking cigarettes (15%), and users did not like the taste (14%). Our results suggest there are two categories of e-cigarette users: those who try for goal-oriented reasons and typically continue using and those who try for non-goal-oriented reasons and then typically stop using. Research should distinguish e-cigarette experimenters from motivated users whose decisions to discontinue relate to the utility or experience of use. Depending on whether e-cigarettes prove to be effective smoking cessation tools or whether they deter cessation, public health programs may need distinct strategies to reach and influence different types of users.

Differentiating Performance Approach Goals and Their Unique Effects

ERIC Educational Resources Information Center

Edwards, Ordene V.

2014-01-01

The study differentiates between two types of performance approach goals (competence demonstration performance approach goal and normative performance approach goal) by examining their unique effects on self-efficacy, interest, and fear of failure. Seventy-nine students completed questionnaires that measure performance approach goals,…

Goal-oriented cognitive rehabilitation in early-stage dementia: study protocol for a multi-centre single-blind randomised controlled trial (GREAT)

PubMed Central

2013-01-01

Background Preliminary evidence suggests that goal-oriented cognitive rehabilitation (CR) may be a clinically effective intervention for people with early-stage Alzheimer’s disease, vascular or mixed dementia and their carers. This study aims to establish whether CR is a clinically effective and cost-effective intervention for people with early-stage dementia and their carers. Methods/design In this multi-centre, single-blind randomised controlled trial, 480 people with early-stage dementia, each with a carer, will be randomised to receive either treatment as usual or cognitive rehabilitation (10 therapy sessions over 3 months, followed by 4 maintenance sessions over 6 months). We will compare the effectiveness of cognitive rehabilitation with that of treatment as usual with regard to improving self-reported and carer-rated goal performance in areas identified as causing concern by people with early-stage dementia; improving quality of life, self-efficacy, mood and cognition of people with early-stage dementia; and reducing stress levels and ameliorating quality of life for carers of participants with early-stage dementia. The incremental cost-effectiveness of goal-oriented cognitive rehabilitation compared to treatment as usual will also be examined. Discussion If the study confirms the benefits and cost-effectiveness of cognitive rehabilitation, it will be important to examine how the goal-oriented cognitive rehabilitation approach can most effectively be integrated into routine health-care provision. Our aim is to provide training and develop materials to support the implementation of this approach following trial completion. Trial registration Current Controlled Trials ISRCTN21027481 PMID:23710796

Participating in life again: a mixed-method study on a goal-orientated rehabilitation program for young adult cancer survivors.

PubMed

Hauken, May Aasebø; Holsen, Ingrid; Fismen, Eirik; Larsen, Torill Marie Bogsnes

2014-01-01

Young adult cancer survivors (18-35 years old) are at risk of lifelong threats to physical and psychosocial health and decreased life participation. Research indicates lack of information about the late effects and health risks and limited follow-up and rehabilitation. The objectives of this study were to examine whether a goal-oriented rehabilitation program increased young adult cancer survivors' participation and explore the participants' descriptions and experience of the process. We used a convergent parallel design combining quantitative and qualitative methods. Sixteen young adult cancer survivors (aged 24-35 years), with different cancer diagnoses, were allocated to a 6-month rehabilitation program. The Canadian Occupational Performance Measure showed significant (P < .001) change in both performance and satisfaction from the start (T1) to the end (T4) of the program. Qualitative results indicated that increased participation was depended on building capacity and finding the balance, gaining new insight, and follow-up. Important factors of the rehabilitation program seemed to be physical activity, psychoeducation, peer-to-peer support, and follow-up over time. Results indicate that a goal-oriented rehabilitation program may increase participation by young adult cancer survivors. The goal-oriented process is not straightforward and depends on experience of coping and control, finding a balance between the different areas of life and follow-up over time. Health professionals should play an important role in the rehabilitation of young adult cancer survivors by promoting empowerment and follow-up over time. The Canadian Occupational Performance Measure seems to be a valuable instrument for setting goals and thus helps facilitate participation.

Firm performance model in small and medium enterprises (SMEs) based on learning orientation and innovation

NASA Astrophysics Data System (ADS)

Lestari, E. R.; Ardianti, F. L.; Rachmawati, L.

2018-03-01

This study investigated the relationship between learning orientation, innovation, and firm performance. A conceptual model and hypothesis were empirically examined using structural equation modelling. The study involved a questionnaire-based survey of owners of small and medium enterprises (SMEs) operating in Batu City, Indonesia. The results showed that both variables of learning orientation and innovation effect positively on firm performance. Additionally, learning orientation has positive effect innovation. This study has implication for SMEs aiming at increasing their firm performance based on learning orientation and innovation capability.

The relationships between the use of self-regulated learning strategies and depression among medical students: an accelerated prospective cohort study.

PubMed

Van Nguyen, Hung; Laohasiriwong, Wongsa; Saengsuwan, Jiamjit; Thinkhamrop, Bandit; Wright, Pamela

2015-01-01

We conducted this study to determine the relationships between the use of self-regulated learning strategies (SRL) and depression scores among medical students. An accelerated prospective cohort study among 623 students at a public medical university in Vietnam was carried out during the academic year 2012-2013. The Depression, Anxiety and Stress Scales (21 items) was used to measure depression scores as the primary research outcome, and to measure anxiety and stress scores as the confounding variables. Fourteen SRL subscales including intrinsic/extrinsic goal orientation, task value, self-efficacy for learning, control of learning beliefs, rehearsal, elaboration, organization, critical thinking, meta-cognitive strategies, time and study environment, effort regulation, peer learning, and help seeking were measured using the Motivated Strategies for Learning Questionnaire. Data were collected at two points in time (once each semester). There were 744 responses at the first time (95.88%) and 623 at time two (drop-out rate of 16.26%). The generalized estimating equation was applied to identify any relationships between the use of each SRL subscale and depression scores at time 2, adjusting for the effects of depression at time 1, anxiety, stress, within cluster correlation, and potential demographic covariates. Separate multivariate GEE analysis indicated that all SRL subscales were significantly negatively associated with depression scores, except for extrinsic goal orientation and peer learning. Whereas full multivariate GEE analysis revealed that self-efficacyT1, help-seekingT1, time and study environmentT2 were found to be significantly negatively associated with depressionT2, adjusting for the effects of depressionT1, anxiety, stress, and demographic covariates. The results should be used to provide appropriate support for medical students to reduce depression.

Social Goals, Social Behavior, and Social Status in Middle Childhood

ERIC Educational Resources Information Center

Rodkin, Philip C.; Ryan, Allison M.; Jamison, Rhonda; Wilson, Travis

2013-01-01

This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and…

Motivational Orientations of Non-Traditional Adult Students to Enroll in a Degree-Seeking Program

ERIC Educational Resources Information Center

Francois, Emmanuel Jean

2014-01-01

The purpose of this research was to investigate the motivational orientations of non-traditional adult students to enroll in a degree-seeking program based on their academic goal. The Education Participation Scale (EPS) was used to measure the motivational orientations of participants. Professional advancement, cognitive interest, and educational…

The Prosocial and Antisocial Behavior in Sport Scale.

PubMed

Kavussanu, Maria; Boardley, Ian D

2009-02-01

This research aimed to (a) develop a measure of prosocial and antisocial behavior in sport, (b) examine its invariance across sex and sport, and (c) provide evidence for its discriminant and concurrent validity. We conducted two studies. In study 1, team sport athletes (N=1,213) recruited from 103 teams completed questionnaires assessing demographics and prosocial and antisocial behaviors in sport. Factor analyses revealed two factors representing prosocial behavior and two factors representing antisocial behavior. The model had a very good fit to the data and showed configural, metric, and scalar invariance across sex and sport. The final scale consisted of 20 items. In Study 2, team-sport athletes (N=106) completed the scale and measures of empathy and goal orientation. Analyses provided support for the discriminant and concurrent validity of the scale. In conclusion, the new scale can be used to measure prosocial and antisocial behaviors in team sport.

[Team Development in Medical Rehabilitation: Concept and Evaluation of a Team Intervention].

PubMed

Körner, M; Luzay, L; Becker, S; Rundel, M; Müller, C; Zimmermann, L

2016-04-01

Interprofessional collaboration is a main precondition of successful treatment in rehabilitation. In order to improve interprofessional collaboration, a clinic-specific, goal- and solution-oriented and systemic team development approach was designed. The aim of the study is the evaluation of this approach. A multi-centre cluster-randomized controlled study with staff questionnaires. The team development could be implemented successfully in 4 of 5 clinics and led to significant improvements in team organisation, willingness to accept responsibility and knowledge integration. The effects are small and are caused by the opposed development of intervention and control group. The team development approach can be recommended for rehabilitation practice. A train-the-trainer approach will be developed and further studies are planned in order to disseminate the approach and to investigate the conditions of implementation. © Georg Thieme Verlag KG Stuttgart · New York.

Lay Theories of Suicide: An Examination of Culturally Relevant Suicide Beliefs and Attributions among African Americans and European Americans

ERIC Educational Resources Information Center

Walker, Rheeda L.; Lester, David; Joe, Sean

2006-01-01

The purpose of this study was to examine African Americans' lay beliefs and attributions toward suicide. The Attitudes Toward Suicide Scale, Life Ownership Orientation Questionnaire, Stigma Questionnaire, and Suicide Ideation Questionnaire were administered to 251 undergraduate college students. Beliefs about stigma associated with suicide were…

Cultural value orientation and authoritarian parenting as parameters of bullying and victimization at school.

PubMed

Georgiou, Stelios N; Fousiani, Kyriaki; Michaelides, Michalis; Stavrinides, Panayiotis

2013-01-01

The purpose of the present study was to examine the existing association between cultural value orientation, authoritarian parenting, and bullying and victimization at school. The participants (N = 231) were early adolescents, randomly selected from 11 different schools in urban and rural areas of Cyprus. Participants completed self reports measuring cultural value orientation, authoritarian parenting, bullying, and victimization. These instruments were the following: the cultural value scale (CVS), the parental authority questionnaire (PAQ), and the revised bullying and victimization questionnaire (BVQ-R). Structural equation modeling (SEM) was used to examine mediation effects. It was found that vertical individualism acted as a mediator between authoritarian parenting and bullying. Statistically significant positive correlations were found between authoritarian parenting and the vertical dimensions of both cultural value orientations (individualism and collectivism), but not with the horizontal dimensions of either cultural orientation. Further, authoritarian parenting was also positively associated with bullying and victimization at school. The main contribution of the present study is the finding that vertical individualism significantly mediates the relationship between authoritarian parental style and bullying propensity.

Blaming for a better future: future orientation and associated intolerance of personal uncertainty lead to harsher reactions toward innocent victims.

PubMed

Bal, Michèlle; van den Bos, Kees

2012-07-01

People are often encouraged to focus on the future and strive for long-term goals. This noted, the authors argue that this future orientation is associated with intolerance of personal uncertainty, as people usually cannot be certain that their efforts will pay off. To be able to tolerate personal uncertainty, people adhere strongly to the belief in a just world, paradoxically resulting in harsher reactions toward innocent victims. In three experiments, the authors show that a future orientation indeed leads to more negative evaluations of an innocent victim (Study 1), enhances intolerance of personal uncertainty (Study 2), and that experiencing personal uncertainty leads to more negative evaluations of a victim (Study 3). So, while a future orientation enables people to strive for long-term goals, it also leads them to be harsher toward innocent victims. One underlying mechanism causing these reactions is intolerance of personal uncertainty, associated with a future orientation.

Eliminating barriers to transit-oriented development : final report, March 2010.

DOT National Transportation Integrated Search

2010-03-01

Transit-oriented development refers to dense, mixed-use development near transit facilities, : particularly denser housing development. Achieving such density is a politically difficult goal. In New : Jersey, the main barriers are community con...

Does Goal Relevant Episodic Future Thinking Amplify the Effect on Delay Discounting?

PubMed Central

O’Donnell, Sara; Daniel, Tinuke Oluyomi; Epstein, Leonard H.

2017-01-01

Delay discounting (DD) is the preference for smaller immediate rewards over larger delayed rewards. Research shows episodic future thinking (EFT), or mentally simulating future experiences, reframes the choice between small immediate and larger delayed rewards, and can reduce DD. Only general EFT has been studied, whereby people reframe decisions in terms of non-goal related future events. Since future thinking is often goal-oriented and leads to greater activation of brain regions involved in prospection, goal-oriented EFT may be associated with greater reductions in DD than general goal-unrelated EFT. The present study (n = 104, Mage = 22.25, SD = 3.42; 50% Female) used a between-subjects 2×2 factorial design with type of episodic thinking (Goal, General) and temporal perspective (Episodic future versus recent thinking; EFT vs ERT) as between factors. Results showed a significant reduction in DD for EFT groups (p < 0.001, Cohen’s d effect size = 0.89), and goal-EFT was more effective than general-EFT on reducing DD (p = 0.03, d = 0.64). PMID:28282631

Does goal relevant episodic future thinking amplify the effect on delay discounting?

PubMed

O'Donnell, Sara; Oluyomi Daniel, Tinuke; Epstein, Leonard H

2017-05-01

Delay discounting (DD) is the preference for smaller immediate rewards over larger delayed rewards. Research shows episodic future thinking (EFT), or mentally simulating future experiences, reframes the choice between small immediate and larger delayed rewards, and can reduce DD. Only general EFT has been studied, whereby people reframe decisions in terms of non-goal related future events. Since future thinking is often goal-oriented and leads to greater activation of brain regions involved in prospection, goal-oriented EFT may be associated with greater reductions in DD than general goal-unrelated EFT. The present study (n=104, M age =22.25, SD=3.42; 50% Female) used a between-subjects 2×2 factorial design with type of episodic thinking (Goal, General) and temporal perspective (Episodic future versus recent thinking; EFT vs ERT) as between factors. Results showed a significant reduction in DD for EFT groups (p<0.001, Cohen's d effect size=0.89), and goal-EFT was more effective than general-EFT on reducing DD (p=0.03, d=0.64). Copyright © 2017 Elsevier Inc. All rights reserved.

Dynamic Effects of Performance-Avoidance Goal Orientation on Student Achievement in Language and Mathematics.

PubMed

Stamovlasis, Dimitrios; Gonida, Sofia-Eleftheria N

2018-07-01

The present study used achievement goal theory (AGT) as a theoretical framework and examined the role of mastery and performance goals, both performance-approach and performance-avoidance, on school achieve-ment within the nonlinear dynamical systems (NDS) perspective. A series of cusp catastrophe models were applied on students' achievement in a number of school subjects, such as mathematics and language for elementary school and algebra, geometry, ancient and modern Greek language for high school, using achievement goal orientations as control variables. The participants (N=224) were students attending fifth and eighth grade (aged 11 and 14, respectively) in public schools located in northern Greece. Cusp analysis based on the probability density function was carried out by two procedures, the maximum likelihood and the least squares. The results showed that performance-approach goals had no linear effect on achievement, while the cusp models implementing mastery goals as the asymmetry factor and performance-avoidance as the bifurcation, proved superior to their linear alternatives. The results of the study based on NDS support the multiple goal perspective within AGT. Theoretical issues, educational implications and future directions are discussed.

Evolutionary programming for goal-driven dynamic planning

NASA Astrophysics Data System (ADS)

Vaccaro, James M.; Guest, Clark C.; Ross, David O.

2002-03-01

Many complex artificial intelligence (IA) problems are goal- driven in nature and the opportunity exists to realize the benefits of a goal-oriented solution. In many cases, such as in command and control, a goal-oriented approach may be the only option. One of many appropriate applications for such an approach is War Gaming. War Gaming is an important tool for command and control because it provides a set of alternative courses of actions so that military leaders can contemplate their next move in the battlefield. For instance, when making decisions that save lives, it is necessary to completely understand the consequences of a given order. A goal-oriented approach provides a slowly evolving tractably reasoned solution that inherently follows one of the principles of war: namely concentration on the objective. Future decision-making will depend not only on the battlefield, but also on a virtual world where military leaders can wage wars and determine their options by playing computer war games much like the real world. The problem with these games is that the built-in AI does not learn nor adapt and many times cheats, because the intelligent player has access to all the information, while the user has access to limited information provided on a display. These games are written for the purpose of entertainment and actions are calculated a priori and off-line, and are made prior or during their development. With these games getting more sophisticated in structure and less domain specific in scope, there needs to be a more general intelligent player that can adapt and learn in case the battlefield situations or the rules of engagement change. One such war game that might be considered is Risk. Risk incorporates the principles of war, is a top-down scalable model, and provides a good application for testing a variety of goal- oriented AI approaches. By integrating a goal-oriented hybrid approach, one can develop a program that plays the Risk game effectively and move one step closer to solving more difficult real-world AI problems. Using a hybrid approach that includes adaptation via evolutionary computation for the intelligent planning of a Risk player's turn provides better dynamic intelligent planning than more uniform approaches.

Classroom Environment, Achievement Goals and Maths Performance: Gender Differences

ERIC Educational Resources Information Center

Gherasim, Loredana Ruxandra; Butnaru, Simona; Mairean, Cornelia

2013-01-01

This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students ("N"?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was…

Effect of self-efficacy and physical activity goal achievement on arthritis pain and quality of life in patients with rheumatoid arthritis.

PubMed

Knittle, Keegan P; De Gucht, Véronique; Hurkmans, Emalie J; Vlieland, Thea P M Vliet; Peeters, André J; Ronday, H Karel; Maes, Stan

2011-11-01

To examine physical activity and achievement of physical activity goals in relation to self-reported pain and quality of life among patients with rheumatoid arthritis (RA). At baseline, 271 patients with RA were asked to specify a physical activity goal, and filled in questionnaires assessing physical activity, motivation, and self-efficacy for physical activity, arthritis pain, and quality of life. Six months later, patients indicated to what extent they had achieved their baseline physical activity goal and completed the same set of questionnaires. These data were used to construct multiple mediation models that placed physical activity and physical activity goal achievement as mediators between self-efficacy and motivation on one hand, and arthritis pain and quality of life on the other. A total of 106 patients with RA completed both questionnaires. Self-efficacy at baseline predicted subsequent level of physical activity and achievement of physical activity goals. Goal achievement had a direct effect upon quality of life outcomes. Bootstrapping confidence intervals revealed indirect effects of self-efficacy upon arthritis pain and quality of life through goal achievement, but not through physical activity. Higher levels of self-efficacy for physical activity increase the likelihood that patients will achieve their physical activity goals. Achievement of physical activity goals seems to be related to lower self-reported arthritis pain, and higher levels of quality of life. In practice, clinicians can foster self-efficacy and goal achievement by assisting patients in setting realistic and attainable exercise goals, developing action plans, and by providing feedback on goal progress. Copyright © 2011 by the American College of Rheumatology.

Data article on disposition towards enhancing SMEs' performance through entrepreneurial orientations: Perspectives from a developing economy.

PubMed

Ibidunni, Ayodotun Stephen; Ibidunni, Oyebisi Mary; Olokundun, Maxwell Ayodele; Falola, Hezekiah Olubusayo; Salau, Odunayo Paul; Borishade, Taiye Tairat

2018-06-01

This article present data on the disposition of SME operators towards enhancing SMEs Performance through entrepreneurial orientations. Copies of structured questionnaire were administered to 102 SME owners/managers. Using descriptive and standard multiple regression statistical analysis, the data described how proactiveness, risk-taking and autonomy orientations significantly influenced SMEs' profitability, sales growth, customer satisfaction and new product success.

Brief Report: Sexual Orientation in Individuals with Autistic Traits--Population Based Study of 47,000 Adults in Stockholm County

ERIC Educational Resources Information Center

Rudolph, Christiane E. S.; Lundin, Andreas; Åhs, Jill W.; Dalman, Christina; Kosidou, Kyriaki

2018-01-01

We examined the association between autistic traits and sexual orientation in a general adult population (N = 47,356). Autistic traits were measured with the ten items Autistic Quotient questionnaire using a cut-off score of = 6. Sexual orientation was assessed by self-report. Multinomial logistic regression was used to estimate odds ratios (ORs)…

Development of Chemistry Triangle Oriented Module on Topic of Reaction Rate for Senior High School Level Grade XI Chemistry Learning.

NASA Astrophysics Data System (ADS)

Sari, D. R.; Hardeli; Bayharti

2018-04-01

This study aims to produce chemistry triangle oriented module on topic of reaction rate, and to reveal the validity and practicality level of the generated module. The type of research used is EducationalDesign Research (EDR) with development model is Plompmodel. This model consists of three phases, which are preliminary research, prototyping phase, and assessment phase. The instrument used in this research is questionnaire validity and practicality. The data of the research were analyzed by using Kappa Cohen formula. The chemistry triangle oriented module validation sheet was given to 5 validators consisting of 3 chemistry lecturers and 2 high school chemistry teachers, while the practicality sheet was given to 2 chemistry teachers, 6 students of SMAN 10 Padang grade XII MIA 5 on the small groupevaluation and 25 students of SMAN 10 Padang grade XII MIA 6 on the field test. Based on the questionnaire validity analysis, the validity level of the module is very high with the value of kappa moment 0.87. The level of practicality based on teacher questionnaire response is very high category with a kappa moment value 0.96. Based on the questionnaire of student responses on small group evaluation, the level of practicality is very high category with a kappa moment 0.81, and the practicality is very high category with kappa moment value 0.83 based on questionnaire of student response on field test.

'It just has to click': Internists' views of: what constitutes productive interactions with chronically ill patients.

PubMed

Kromme, N M H; Ahaus, C T B; Gans, R O B; van de Wiel, H B M

2016-05-27

According to the Chronic Care Model, productive interactions are crucial to patient outcomes. Despite productive interactions being at the heart of the Model, however, it is unclear what constitutes such an interaction. The aim of this study was to gain a better understanding of physician views of productive interactions with the chronically ill. We conducted a qualitative study and interviewed 20 internists working in an academic hospital. The data were analyzed using a constructivist approach of grounded theory. To categorize the data, a coding process within which a code list was developed and tested with two other coders was conducted. The participants engaged in goal-directed reasoning when reflecting on productive interactions. This resulted in the identification of four goal orientations: (a) health outcome; (b) satisfaction; (c) medical process; and (d) collaboration. Collaboration appeared to be conditional for reaching medical process goals and ultimately health outcome and satisfaction goals. Achieving rapport with the patient ('clicking,' in the term of the participants) was found to be a key condition that catalyzed collaboration goals. Clicking appeared to be seen as a somewhat unpredictable phenomenon that might or might not emerge, which one had to accept and work with. Goal orientations were found to be related to the specific medical context (i.e., a participant's subspecialty and the nature of a patient's complaint). The participants viewed a productive interaction as essentially goal-directed, catalyzed by the two parties clicking, and dependent on the nature of a patient's complaint. Using the findings, we developed a conceptual process model with the four goal orientations as wheels and with clicking in the center as a flywheel. Because clicking was viewed as important, but somewhat unpredictable, teaching physicians how to click, while taking account of the medical context, may warrant greater attention.

Campus-Based Geographic Learning: A Field Oriented Teaching Scenario

ERIC Educational Resources Information Center

Jennings, Steven A.; Huber, Thomas P.

2003-01-01

The use of field classes and the need for university master planning are presented as a way to enhance learning. This field-oriented, goal-oriented approach to learning is proposed as a general model for university-level geographic education. This approach is presented for physical geography classes, but could also be applied to other subdivisions…

Developing Competence: A Qualitative Inquiry of College Student Leadership in University Outdoor Orientation Programs

ERIC Educational Resources Information Center

Starbuck, J. David.

2013-01-01

Forty-nine formal research studies have been conducted on participants of college outdoor orientation programs. Although many variables have been examined for the incoming students, only one study has focused on the impact on the student leaders. The goal of this study was to understand how student leaders in outdoor orientation programs…

Contemplating Regretted Messages: Learning-Oriented, Repair-Oriented, and Emotion-Focused Reflection

ERIC Educational Resources Information Center

Meyer, Janet R.

2013-01-01

Regretted messages provide speakers an opportunity to learn. Whether learning occurs should depend upon how the incident is processed. This study had two objectives: (a) to determine how the goal a message conflicts with and seriousness influence the emotion(s) evoked; and (b) to determine which variables predict adoption of learning-oriented,…

Personal Goals and Academic Achievement among Theology Students

ERIC Educational Resources Information Center

Litmanen, Topi; Hirsto, Laura; Lonka, Kirsti

2010-01-01

Studying in higher education requires long-term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work-life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related…

Amalgamation of Future Time Orientation, Epistemological Beliefs, Achievement Goals and Study Strategies: Empirical Evidence Established

ERIC Educational Resources Information Center

Phan, Huy P.

2009-01-01

Background: Recently research evidence emphasizes two main lines of inquiry, namely the relations between future time perspective (FTP), achievement goals (mastery, performance-approach, and performance-avoidance) and study processing strategies, and the relations between epistemological beliefs, achievement goals and study processing strategies.…

Exploring the Role of Goal Theory in Understanding Training Motivation

ERIC Educational Resources Information Center

Smith, Rebecca; Jayasuriya, Rohan; Caputi, Peter; Hammer, David

2008-01-01

A model to test conceptions from goal theory within an existing framework of training motivation was developed and tested with employees participating in training in a non-profit organization. It was hypothesized that goal orientation ("distal factors") along with self-efficacy, expectancy and valence ("proximal factors") would predict goal…

Some Personality Characteristics of Elite Orienteers.

ERIC Educational Resources Information Center

Zsheliaskova-Koynova, Zshivka

1991-01-01

Administered questionnaires to 80 Bulgarian orienteers (cross-country racers who navigate a course) measuring extroversion, neuroticism, psychoticism, social desirability, trait anxiety, need for achievement, and locus of control. Examined the effects of sex, age, sport experience, level of sport qualification, and kind of sport specialization on…

Precision Pointing Control System (PPCS) system design and analysis. [for gimbaled experiment platforms

NASA Technical Reports Server (NTRS)

Frew, A. M.; Eisenhut, D. F.; Farrenkopf, R. L.; Gates, R. F.; Iwens, R. P.; Kirby, D. K.; Mann, R. J.; Spencer, D. J.; Tsou, H. S.; Zaremba, J. G.

1972-01-01

The precision pointing control system (PPCS) is an integrated system for precision attitude determination and orientation of gimbaled experiment platforms. The PPCS concept configures the system to perform orientation of up to six independent gimbaled experiment platforms to design goal accuracy of 0.001 degrees, and to operate in conjunction with a three-axis stabilized earth-oriented spacecraft in orbits ranging from low altitude (200-2500 n.m., sun synchronous) to 24 hour geosynchronous, with a design goal life of 3 to 5 years. The system comprises two complementary functions: (1) attitude determination where the attitude of a defined set of body-fixed reference axes is determined relative to a known set of reference axes fixed in inertial space; and (2) pointing control where gimbal orientation is controlled, open-loop (without use of payload error/feedback) with respect to a defined set of body-fixed reference axes to produce pointing to a desired target.

Good versus poor therapeutic alliances with non-accepting parents of same-sex oriented adolescents and young adults: a qualitative study.

PubMed

Shpigel, Maya S; Diamond, Gary M

2014-01-01

Therapeutic themes and processes associated with five good versus five poor parent-therapist alliances among a sample of non-accepting parents of sexual minority youth/young adults participating in family therapy were examined. The Consensual Qualitative Research approach was used to analyse of therapy notes and follow-up interviewsfrom good and poor alliances. In good alliances, parents adopted relationship building as a goal, considered essentialist causal attributions of same-sex orientation, acknowledged positive aspects of their child, and perceived the therapist as empathic and accepting. Parents with poor alliances rejected relationship building as a goal, rebuffed essentialist causal attributions, dismissed the possibility of their own coming out, nullified positive aspects of their child, sought to change their child's sexual orientation, blamed therapists for validating their child's same-sex orientation, and pressured therapists for information about their child. Clinical implications are discussed.

Language use and stereotyping: the role of approach and avoidance motivation goals.

PubMed

Gil de Montes, Lorena; Ortiz, Garbiñe; Valencia, José F; Larrañaga, Maider; Agirrezabal, Arrate

2012-11-01

The use of more abstract language to describe expected behaviors as opposed to unexpected behaviors has traditionally been considered a way of stereotype maintenance. This tendency is known as linguistic expectancy bias. Two experiments examined the influence of approach and avoidance motivational orientations on the production of this linguistic expectancy bias. It was predicted that approach strategic orientation is likely to describe expectancy consistent behaviors at a higher level of linguistic abstraction than expectancy inconsistent behaviors. In contrast, avoidance strategic orientation is likely to describe both expectancy consistent behaviors and expectancy inconsistent behaviors at a lower level of linguistic abstraction, thus facilitating the disappearance of linguistic expectancy bias. Two experiments confirmed these expectations, using strategic orientation manipulations based either on communication goals or on motor action, and measuring linguistic abstraction either on forced-choice answer format or on free descriptions. Implications for the generalisation of linguistic expectancy bias are discussed.

A Preliminary Investigation of Worry Content in Sexual Minorities

PubMed Central

Weiss, Brandon J.; Hope, Debra A.

2011-01-01

This preliminary study examined the nature of worry content of lesbians, gay men, and bisexual individuals and the relationship between worry related to sexual orientation and mental health. A community sample of 54 individuals identifying as sexual minorities was recruited from two cities in the Great Plains to complete a packet of questionnaires, including a modified Worry Domains Questionnaire (WDQ; Tallis, Eyseck, & Mathews, 1992) with additional items constructed to assess worry over discrimination related to sexual orientation, and participate in a worry induction and verbalization task. The content of self-reported worries was consistent with those reported in prior investigations of worry content, and worry related to sexual orientation was not found to be elevated compared to other topics. However, degree of worry related to sexual orientation was significantly associated with increased negative affect, depressive symptoms, and internalized homophobia and decreased quality of life and positive affect. Implications of these findings, limitations, and future research issues are discussed. PMID:21041061

Does Extrinsic Goal Framing Enhance Extrinsic Goal-Oriented Individuals' Learning and Performance? An Experimental Test of the Match Perspective versus Self-Determination Theory

ERIC Educational Resources Information Center

Vansteenkiste, Maarten; Timmermans, Tinneke; Lens, Willy; Soenens, Bart; Van den Broeck, Anja

2008-01-01

Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic…

Achievement Goal Questionnaire: Psychometric Properties and Gender Invariance in a Sample of Chinese University Students

ERIC Educational Resources Information Center

Xiao, Jing; Bai, Yu; He, Yini; McWhinnie, Chad M.; Ling, Yu; Smith, Hannah; Huebner, E. Scott

2016-01-01

The aim of this study was to test the gender invariance of the Chinese version of the Achievement Goal Questionnaire (AGQ-C) utilizing a sample of 1,115 Chinese university students. Multi-group confirmatory factor analysis supported the configural, metric, and scalar invariance of the AGQ-C across genders. Analyses also revealed that the latent…

Social Security disability beneficiaries with work-related goals and expectations.

PubMed

Livermore, Gina A

2011-01-01

This study examines working-age Social Security Disability Insurance and Supplemental Security Income beneficiaries who report having work goals or expectations, referring to these individuals as "work-oriented." The study uses data from the 2004 National Beneficiary Survey matched to administrative data spanning 2004-2007 to identify work-oriented beneficiaries and to analyze their sociodemographic, health, and employment characteristics, as well as their earnings-related benefit suspensions and terminations. Relative to other disability beneficiaries, the 40 percent classified as work-oriented were younger and more educated, had been on the disability rolls a shorter time, had lower income from public assistance, and were healthier. Just over half had recently engaged in work or in work preparation activities at interview, about half had earnings at some point during 2004-2007, and 10 percent left the disability rolls because of earnings for at least 1 month during that period. The findings show that a large share of beneficiaries have work goals, most are attempting to work, and many experience some success.

Socioemotional characteristics of elementary school children identified as exhibiting social leadership qualities.

PubMed

Scharf, Miri; Mayseless, Ofra

2009-03-01

Elementary school teachers identified characteristics in 4 major socioemotional domains associated with children's social leadership: self-perception, social anxiety, attachment orientation with peers, and interpersonal goals and skills in close friendships. Participants were 260 4th- and 5th-grade students (126 boys, 134 girls) from 10 classes in a school in northern Israel. Social leadership skills were associated with positive self-perceptions in various domains, low social anxiety, secure orientation to peers, higher levels of relationship-maintenance goal, lower levels of revenge goal in close friendships, and-unexpectedly-lower levels of accommodation as a strategy to solve conflicts with a friend. Positive self-concept and attachment security were indirectly associated with leadership qualities through their significant association with prosocial orientation skills. The authors discuss these findings as reflecting an internalization of positive model of self and positive model of others in children who exhibit social leadership qualities. The authors also discuss implications of these qualities for school and class ecology, as well as the importance of culture.

Attitudes of Austrian Psychotherapists Towards Process and Outcome Monitoring.

PubMed

Kaiser, Tim; Schmutzhart, Lisa; Laireiter, Anton-Rupert

2018-03-08

While monitoring systems in psychotherapy have become more common, little is known about the attitudes that mental health practitioners have towards these systems. In an online survey among 111 Austrian psychotherapists and trainees, attitudes towards therapy monitoring were measured. A well-validated questionnaire measuring attitudes towards outcome monitoring, the Outcome Measurement Questionnaire, was used. Clinicians' theoretical orientations as well as previous knowledge and experience with monitoring systems were associated with positive attitudes towards monitoring. Possible factors that may have led to these findings, like the views of different theoretical orientations or obstacles in Austrian public health care, are discussed.

Left and right brain-oriented hemisity subjects show opposite behavioral preferences.

PubMed

Morton, Bruce E

2012-01-01

Recently, three independent, intercorrelated biophysical measures have provided the first quantitative measures of a binary form of behavioral laterality called "Hemisity," a term referring to inherent opposite right or left brain-oriented differences in thinking and behavioral styles. Crucially, the right or left brain-orientation of individuals assessed by these methods was later found to be essentially congruent with the thicker side of their ventral gyrus of the anterior cingulate cortex (vgACC) as revealed by a 3 min MRI procedure. Laterality of this putative executive structural element has thus become the primary standard defining individual hemisity. Here, the behavior of 150 subjects, whose hemisity had been calibrated by MRI, was assessed using five MRI-calibrated preference questionnaires, two of which were new. Right and left brain-oriented subjects selected opposite answers (p > 0.05) for 47 of the 107 "either-or," forced choice type preference questionnaire items. The resulting 30 hemisity subtype preference differences were present in several areas. These were: (1) in logical orientation, (2) in type of consciousness, (3) in fear level and sensitivity, (4) in social-professional orientation, and (5) in pair bonding-spousal dominance style. The right and left brain-oriented hemisity subtype subjects, sorted on the anatomical basis of upon which brain side their vgACC was thickest, showed 30 significant differences in their "either-or" type of behavioral preferences.

The globus pallidus pars interna in goal-oriented and routine behaviors: Resolving a long-standing paradox.

PubMed

Piron, Camille; Kase, Daisuke; Topalidou, Meropi; Goillandeau, Michel; Orignac, Hugues; N'Guyen, Tho-Haï; Rougier, Nicolas; Boraud, Thomas

2016-08-01

There is an apparent contradiction between experimental data showing that the basal ganglia are involved in goal-oriented and routine behaviors and clinical observations. Lesion or disruption by deep brain stimulation of the globus pallidus interna has been used for various therapeutic purposes ranging from the improvement of dystonia to the treatment of Tourette's syndrome. None of these approaches has reported any severe impairment in goal-oriented or automatic movement. To solve this conundrum, we trained 2 monkeys to perform a variant of a 2-armed bandit-task (with different reward contingencies). In the latter we alternated blocks of trials with choices between familiar rewarded targets that elicit routine behavior and blocks with novel pairs of targets that require an intentional learning process. Bilateral inactivation of the globus pallidus interna, by injection of muscimol, prevents animals from learning new contingencies while performance remains intact, although slower for the familiar stimuli. We replicate in silico these data by adding lateral competition and Hebbian learning in the cortical layer of the theoretical model of the cortex-basal ganglia loop that provided the framework of our experimental approach. The basal ganglia play a critical role in the deliberative process that underlies learning but are not necessary for the expression of routine movements. Our approach predicts that after pallidotomy or during stimulation, patients should have difficulty with complex decision-making processes or learning new goal-oriented behaviors. © 2016 Movement Disorder Society. © 2016 International Parkinson and Movement Disorder Society.

Human centromedian-parafascicular complex signals sensory cues for goal-oriented behavior selection.

PubMed

Schepers, Inga M; Beck, Anne-Kathrin; Bräuer, Susann; Schwabe, Kerstin; Abdallat, Mahmoud; Sandmann, Pascale; Dengler, Reinhard; Rieger, Jochem W; Krauss, Joachim K

2017-05-15

Experimental research has shown that the centromedian-parafascicular complex (CM-Pf) of the intralaminar thalamus is activated in attentional orienting and processing of behaviorally relevant stimuli. These observations resulted in the hypothesis that the CM-Pf plays a pivotal role in goal-oriented behavior selection. We here set out to test this hypothesis with electrophysiological recordings from patients with electrodes implanted in CM-Pf for deep brain stimulation (DBS) treatment of chronic neuropathic pain. Six patients participated in (1) an auditory three-class oddball experiment, which required a button press to target tones, but not to standard and deviant tones and in (2) a multi-speaker experiment with a target word that required attention selection and a target image that required response selection. Subjects showed transient neural responses (8-15Hz) to the target tone and the target word. Two subjects additionally showed transient neural responses (15-25Hz) to the target image. All sensory target stimuli were related to an internal goal and required a behavior selection (attention selection, response selection). In group analyses, neural responses were greater to target tones than deviant and standard tones and to target words than other task-relevant words that did not require attention selection. The transient neural responses occurred after the target stimuli but prior to the overt behavioral response. Our results demonstrate that in human subjects the CM-Pf is involved in signaling sensory inputs related to goal-oriented selection of behavior. Copyright © 2017 Elsevier Inc. All rights reserved.

Optimism, Positive and Negative Affect, and Goal Adjustment Strategies: Their Relationship to Activity Patterns in Patients with Chronic Musculoskeletal Pain.

PubMed

Esteve, Rosa; López-Martínez, Alicia E; Peters, Madelon L; Serrano-Ibáñez, Elena R; Ruiz-Párraga, Gema T; Ramírez-Maestre, Carmen

2018-01-01

Activity patterns are the product of pain and of the self-regulation of current goals in the context of pain. The aim of this study was to investigate the association between goal management strategies and activity patterns while taking into account the role of optimism/pessimism and positive/negative affect. Two hundred and thirty-seven patients with chronic musculoskeletal pain filled out questionnaires on optimism, positive and negative affect, pain intensity, and the activity patterns they employed in dealing with their pain. Questionnaires were also administered to assess their general goal management strategies: goal persistence, flexible goal adjustment, and disengagement and reengagement with goals. Structural equation modelling showed that higher levels of optimism were related to persistence, flexible goal management, and commitment to new goals. These strategies were associated with higher positive affect, persistence in finishing tasks despite pain, and infrequent avoidance behaviour in the presence or anticipation of pain. The strategies used by the patients with chronic musculoskeletal pain to manage their life goals are related to their activity patterns.

Transgender transitioning and change of self-reported sexual orientation.

PubMed

Auer, Matthias K; Fuss, Johannes; Höhne, Nina; Stalla, Günter K; Sievers, Caroline

2014-01-01

Sexual orientation is usually considered to be determined in early life and stable in the course of adulthood. In contrast, some transgender individuals report a change in sexual orientation. A common reason for this phenomenon is not known. We included 115 transsexual persons (70 male-to-female "MtF" and 45 female-to-male "FtM") patients from our endocrine outpatient clinic, who completed a questionnaire, retrospectively evaluating the history of their gender transition phase. The questionnaire focused on sexual orientation and recalled time points of changes in sexual orientation in the context of transition. Participants were further asked to provide a personal concept for a potential change in sexual orientation. In total, 32.9% (n = 23) MtF reported a change in sexual orientation in contrast to 22.2% (n = 10) FtM transsexual persons (p = 0.132). Out of these patients, 39.1% (MtF) and 60% (FtM) reported a change in sexual orientation before having undergone any sex reassignment surgery. FtM that had initially been sexually oriented towards males ( = androphilic), were significantly more likely to report on a change in sexual orientation than gynephilic, analloerotic or bisexual FtM (p = 0.012). Similarly, gynephilic MtF reported a change in sexual orientation more frequently than androphilic, analloerotic or bisexual MtF transsexual persons (p =0.05). In line with earlier reports, we reveal that a change in self-reported sexual orientation is frequent and does not solely occur in the context of particular transition events. Transsexual persons that are attracted by individuals of the opposite biological sex are more likely to change sexual orientation. Qualitative reports suggest that the individual's biography, autogynephilic and autoandrophilic sexual arousal, confusion before and after transitioning, social and self-acceptance, as well as concept of sexual orientation itself may explain this phenomenon.

Transgender Transitioning and Change of Self-Reported Sexual Orientation

PubMed Central

Höhne, Nina; Stalla, Günter K.; Sievers, Caroline

2014-01-01

Objective Sexual orientation is usually considered to be determined in early life and stable in the course of adulthood. In contrast, some transgender individuals report a change in sexual orientation. A common reason for this phenomenon is not known. Methods We included 115 transsexual persons (70 male-to-female “MtF” and 45 female-to-male “FtM”) patients from our endocrine outpatient clinic, who completed a questionnaire, retrospectively evaluating the history of their gender transition phase. The questionnaire focused on sexual orientation and recalled time points of changes in sexual orientation in the context of transition. Participants were further asked to provide a personal concept for a potential change in sexual orientation. Results In total, 32.9% (n =  23) MtF reported a change in sexual orientation in contrast to 22.2% (n =  10) FtM transsexual persons (p =  0.132). Out of these patients, 39.1% (MtF) and 60% (FtM) reported a change in sexual orientation before having undergone any sex reassignment surgery. FtM that had initially been sexually oriented towards males ( = androphilic), were significantly more likely to report on a change in sexual orientation than gynephilic, analloerotic or bisexual FtM (p  =  0.012). Similarly, gynephilic MtF reported a change in sexual orientation more frequently than androphilic, analloerotic or bisexual MtF transsexual persons (p  =  0.05). Conclusion In line with earlier reports, we reveal that a change in self-reported sexual orientation is frequent and does not solely occur in the context of particular transition events. Transsexual persons that are attracted by individuals of the opposite biological sex are more likely to change sexual orientation. Qualitative reports suggest that the individual's biography, autogynephilic and autoandrophilic sexual arousal, confusion before and after transitioning, social and self-acceptance, as well as concept of sexual orientation itself may explain this phenomenon. PMID:25299675

How the 'warped' relationships between nurses' emotions, attitudes, social support and perceived organizational conditions impact customer orientation.

PubMed

Gountas, Sandra; Gountas, John

2016-02-01

Much research focuses on organizational culture and its impact on customer orientation or emotional states and their impact on job satisfaction and well-being. This study aims to combine the complex roles of nurses' emotion states and job satisfaction in a model that identifies the effects of standards for service delivery (organizational culture), supervisor and co-worker support and the development of customer orientation. A previous study examined the relationships between nurses' personal resources, job satisfaction and customer orientation. This study examines how these variables relate to organizational standards and social support. A cross-sectional survey using a self-completion questionnaire with validated, existing scales to measure standards for service delivery, supervisor and co-worker support, job satisfaction, empathic concern, emotional exhaustion and customer orientation. Nurses (159) completed the questionnaire in 2010. The data were analysed using WarpPLS, a structural equation modelling software package. The results indicate that the final model fits the data well and explains 84% of the variance in customer orientation. The findings show the importance of standard for service delivery (organizational culture), supervisor and co-worker support on customer orientation. Nurses' personal resources interact with these, particularly supervisor and co-worker support, to develop staff job satisfaction and empathy. The need for support mechanisms in stressful times is discussed. We propose that training in compassion and empathy would help leaders to model desirable attributes that contribute towards customer orientation. © 2015 John Wiley & Sons Ltd.