Goal Achievement as a Predictor of Personal Growth Initiative for Generation Z (original) (raw)

Empirical model and analysis of mastery and performance‐approach goals: a developmental approach

Educational Psychology, 2010

This study used latent growth modelling (LGM) to explore the developmental course and longitudinal relationships between achievement goals (mastery and performance-approach) and academic performance over a three-year period (four time-points of data collection). Three hundred and fifty-two university students (152 women, 200 men) who first enrolled in 2006 took part in this study. Likertscale inventories were used to elicit relevant data from students. Academic performance was collated from students' course and final exam marks in two different undergraduate courses. LISREL 8.72 and SPSS 17 were used to test and evaluate the conceptual model proposed. Causal modelling analyses indicated the temporally displaced effects of mastery and performance-approach goals on academic performance. The results indicated that individuals' mastery goals increased over time, whereas there was no increase in growth change with performance-approach goals. Causal modelling also indicated: (1) performanceapproach goals → academic performance → mastery goals relationship and (2) mastery goals → academic performance → mastery goals relationship. Finally, the use of LGM provided a clearer perspective concerning the developmental trajectories of mastery goals over time.

Relationship between "progress goals and motivational self-regulation goals" and "academic progress"

2014

The present research aims to investigate relationship between "progress goals and self-regulation strategies" and "academic progress" in female students of Anar City high schools. Statistical sample of the research contained 240 high school female students in 2012-2013 academic years. They were picked by means of stratified random sampling. Milgi's progress goals questionnaire and Walters's motivational self-regulation strategies questionnaire were used to collect data and data were analyzed by means of step-by-step regression method. Results showed that performance avoidance goals (one of the progress goals dimensions) have significant and negative relationship with academic progress and correlation coefficient between performance-avoidance goals and academic progress was (r=0.138, p<0.05) and there is no significant relationship between the two other dimensions (performance goals, performance-approach goals) and academic progress. Results also showed that out of MSR strategies dimensions, performance self-talk has significant and positive relationship with academic progress and its corresponding coefficient is (r=0.144, p<0.05) and there is not any significant relationship between other dimensions (self-rewarding, environmental control, mastery self-talk and interests enhancement) and academic progress.

Relationship between Turkish students’ achievement goals and motivational

The aim of this study was to investigate the relationship between Turkish high school students’ achievement goals and motivated strategies. 1065 high school students (219 boys and 234 girls) completed a self-report survey. Results revealed that self-regulation is related to cognitive strategy use, self-efficacy, intrinsic value and test anxiety. All three achievement goals are related to each other. Performance approach goal is positively related to test anxiety and performance avoidance achievement goal is negatively related to intrinsic value. As a result performance approach and avoidance goals have caused negative outputs in high school physical education setting. Key Words: motivation, physical education, high school students

STUDENTS' SELF-ASSESSMENT OF ONE'S ABILITIES FOR THEIR LIFE GOALS ACHIEVEMENT

Goal achievement is considered to be related to need satisfaction, motivation, and self-esteem. The self-assessed abilities for goal achievement were operationalized as positive self-talk, perceived self-efficacy, the performance level of doing a task, the aspiration level, the in/congruence between performance and prognosis, and frustration tolerance to pursue one's goals in spite of some obstacles. In total, 392 students whose mean age was 21 years old were investigated, divided in sub-samples, with the positive self-talk scale from the ASTQS questionnaire, the self-efficacy scale by Schwarzer & Jerusalem, and the AHA computerized test method from Vienna test system. Students' self-assessment of one's abilities for goal achievement revealed the most frequent high levels of perceived self-efficacy and good performance in coding tasks. The other self-assessed abilities for goal achievement were expressed more often at a medium level. The gender differences in the performance level of doing a task were compared to some previous results that indicated a variety of trends, because of the age peculiarities and the types of the tasks that were executed. The advance in age was related to more frequent use of positive self-talk and lower aspiration level, besides to lower performance level. The proposed model of the abilities for goal achievement was successfully approbated in this study revealing the strengths in the students' self-assessment of one's abilities for goal achievement and some weaknesses that should be the focus of further interventions in order to increase the students' frustration tolerance ability and the use of positive self-talk.

High School Students’ Achievement Goals: Assessing Gender, Grade Level and Parental Education

Cukurova University Faculty of Education Journal, 2014

The purpose of this study was to investigate the relationship between high school students' goal orientations, and their gender, grade level and parents' level of education. Data were collected from 266 high school students in Turkey during the Spring semester of 2011-2012. A multiple-goal perspective with approach and avoidance dimensions was considered. Goal orientations of learning-approach (LPGO), learning-avoidance (LVGO), performance-approach (PPGO), and performanceavoidance (PVGO) were measured using the 2x2 Achievement Goal Orientation Scale developed by Akın in 2006. A series of multivariate ANOVAs and univariate F-tests were conducted with gender, grade level and parental level of education as independent variables, and with LPGO, LVGO, PPGO, and PVGO as dependent variables. Findings showed that there were significant differences on gender and grade level, but no significant associations between the scale scores and parental level of education.

Sex and Age Differences in Achievement Goal Orientations in Turkish Adolescents

Journal of Education and Practice, 2016

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 in achievement goal orientations in Turkish high school students. Participants consisted of 386 female and 250 male high school students (61% female, M =15.67 yrs; SD =1.22) who completed the 2x2 Achievement Goal Orientation Scale. Two way analyses of variance were used to test the research hypotheses. Study results suggested that there was no difference between boys and girls in achievement goal orientation dimensions; however, older students were more likely to less mastery and performance approach oriented than younger students. Based on contextual and developmental theories, some cultural factors related to achievement goal orientations ...

“To learn, or to be the best?”: Achievement goal profiles in pre-adolescents

Análise Psicológica

This study aimed to examine the achievement goal orientation profiles of 5 th and 7 th grade students and the profile differences in academic achievement and anxiety. Participants were 1652 Portuguese students who responded to the Achievement Goals Scale and the Achievement Emotions Questionnaire. Based on a person-centered approach, cluster analysis identified six groups of students with distinct motivational profiles: task oriented, ego oriented, success oriented, disengaged, selfdefeating oriented and diffuse. The largest number of participants were in the diffuse oriented group. In terms of the gender composition of clusters, differences manifested in the groups of disengaged and self-defeating orientations, with boys predominating in the former and girls in the latter. In age, the success oriented students group was in the majority composed of younger students and older students were more likely to adopt disengaged orientations. Clusters also revealed different compositions when retention was taken into account, with students who had been retained being more represented in the disengaged and diffuse groups. Moreover results showed that goal orientation profiles had effects on academic achievement and anxiety: success oriented students achieved higher grades and students whose profiles are predominantly ego oriented (self-enhancement and selfdefeating) express more class and test anxiety.

The Motivation of High School Students by Achievement Goals

Psico-USF, 2016

The present study aimed to identify, describe and analyze the achievement goals of 207 high school students in a city in São Paulo state. The instruments were the Characterization Questionnaire and Achievement Goals Questionnaire. The results indicate a major tendency to adopt the mastery–approach goal, where the student engages the activity with the purpose of developing their skills. The second more adopted goal was performance-avoidance goal, in which students tend to want to show their skills to others not to appear incompetent for them. These results above may be related to a great intension of students in completing the high school and enter the University, results also found in this study. Comprehend Achievement Goals can contribute to understanding the quality of motivation that the students apply in their activities.

Translation and Validation of Personal Growth Initiative Scale-II for Pakistani Adults

2020, VOL. 35, NO. 4, 2020

Personal growth initiative is a person's active and intentional involvement in changing and developing as a person. Personal Growth Initiative Scale-II (PGIS-II; Robitschek et al., 2012) provides evidence of multidimensionality of construct of personal growth. Present research was accomplished in three phases with aim to translate and validate PGIS-II in Urdu. Phase 1 addressed the translation of measure through forward-backward translation method. To establish the cross-language validity, translated and the English version was administered on bilingual university students (N = 100). Reliability of both versions was determined by computing test-retest technique with 15 days interval. Phase-2 was aimed to establish the construct validity by carrying out. Exploratory Factor Analysis on adult women (N = 300) with age range of 21 to 52 years. Results showed four factors namely, Planfulness, Readiness for Change, Intentional Behavior, and Using Resources are reflection of personal gr...