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Examining the relation between academic rumination and achievement goal orientationVan Boekel, Martin 15 August 2011 (has links)
The current study investigated the relation between academic rumination and achievement goal orientation using hierarchical regression. One hundred and ninety-six first year undergraduate students completed measures of depressive symptoms (BDI), achievement goal orientation (PALS) and rumination (MDRS). Analysis revealed that participants adopting performance-avoid goals were more likely to engage in brooding and reflective ruminative responses to stressful academic situations, while those reporting adopting mastery goal orientations were more likely to report lower brooding scores in stressful academic situations. Further analysis revealed that the relation between academic rumination and achievement goal orientation extended beyond a shared relationship with depressive symptoms. These findings are a first step in demonstrating a relationship between academic rumination and achievement goal orientations which may help to improve motivational intervention programs that assist students in adopting mastery goals as well as coping with stressful academic situations. / Graduate
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Grit and Self-control: Independent Contributors to Achievement Goal Orientation and Implicit Theories of IntelligenceSumpter, Anthony Leshawn 08 May 2017 (has links)
No description available.
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To Be Or Not To Be…Motivated: A Comparison Of Students' Goal Orientation Within Direct Instruction And Constructivist SchoolsGalliger, Courtney Carroll 05 April 2009 (has links)
No description available.
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Keep Calm and Play On: The Effects of Grit, Mindfulness, and Goal Orientation on Sport Anxiety and PerformanceAuerbach, Alex 08 1900 (has links)
Achievement motivation theory suggests there are two primary approaches to achievement tasks: to appear competent or to develop a skill. These two different approaches to performance yield different affective and behavioral responses. Athletes holding a performance goal orientation tend to respond to challenges with behaviors exemplifying learned helplessness and increased anxiety. Athletes holding a mastery goal orientation tend to respond to challenges with greater effort and experience less sport-related anxiety. Individual athlete factors, such as grit, mindfulness, and achievement orientation may influence how athletes experience their environment and their levels of sport anxiety, and may interact with athletes' achievement motives to influence performance. I used hierarchical multiple regressions to test the main effects of feedback and mindfulness, and feedback and goal orientation, to determine if either mindfulness or goal orientation moderated the effects of feedback on performance. I also used simple regression to determine the relative predictive strength of mindfulness, grit, and goal orientation on athletes' experience of sport anxiety. Mindfulness, but not goal orientation, was a significant moderator of the feedback-shooting performance relationship, but particularly for athletes low in mindfulness; mastery-goal orientation, independently of feedback, was also a significant predictor of task performance. Mindfulness also emerged as the strongest predictor of reduced sport anxiety. These results suggest that, for athletes low in mindfulness, mastery-involving feedback may be especially helpful. Further, mindfulness may also reduce athlete's sport-related concentration disruption, worry, and somatic anxiety.
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Professional Athletic Training Students' Grit and Achievement Goal Orientation Effect on Persistence in an Athletic Training ProgramHarnar, Hannah M. 06 August 2019 (has links)
No description available.
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Exploring Saudi Teachers’ Goal Orientations: An Appeal for Mastery Goal Orientation as a Vision for a Better FutureAlrshed, Afnan Mohammed January 2021 (has links)
No description available.
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“Math Class is Tough”: The Role of Mindset in Middle School Girls’ and Boys’ Math AchievementMilligan, Erika 05 May 2016 (has links)
No description available.
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A Structural Model On 7th Grade StudentsKayan Fadlelmula, Fatma 01 September 2011 (has links) (PDF)
This study was conducted in an attempt to integrate a number of cognitive, motivational and behavioral factors in elementary mathematics education, and to develop a theoretical model that explains the direct and indirect relationships among these concepts and their underlying dimensions. In particular, it was intended to examine the interrelationships among students&rsquo / achievement goal orientations, perception of classroom goal structure, self-efficacy, use of self-regulatory strategies, and academic achievement in mathematics.
Participants were 1019 seventh grade students, enrolled in public elementary schools, located in four different urban and rural districts in Ankara. A self-report questionnaire and a mathematics achievement test were administered to the participants during their regular class periods. A pilot study was carried out with 250 seventh grade students, for conducting exploratory factor analysis.
Structural equation modeling technique was used for data analysis. First, confirmatory factor analyses were conducted for each factor in the questionnaire. Then, a structural equation model was developed for the whole sample. Results revealed that students&rsquo / perceptions of classroom goal structure were directly linked to their adoption of achievement goal orientations. Among these goal orientations, only mastery goal orientation was associated with students&rsquo / use of learning strategies, which, in turn, related to their mathematics achievement. Among the learning strategies, only elaboration was significantly related to students&rsquo / mathematics achievement. Besides, self-efficacy was both directly and indirectly related to students&rsquo / adoption of achievement goals, use of learning strategies, and mathematics achievement.
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An Examination of Sources and Multidimensionality of Self-Confidence in Collegiate AthletesMachida, Moe 02 July 2008 (has links)
No description available.
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