Browsing by Subject "Achievement goals"

Now showing 1 - 10 of 10

Open Access
Autonomous and controlling reasons underlying achievement goals during task engagement: their relation to intrinsic motivation and cheating
(Routledge, 2016) Oz, A. O.; Lane, J. F.; Michou, A.
The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (Mage = 19.24, SD = .97) freshman students in a spatial task and asking them to report their most important achievement goal, as well as the reasons for adopting the goal, during the task. Results from a hierarchical regression analysis revealed that independent of the achievement goal the students adopted, the autonomous reasons for the endorsed goal were positively related to the indices of intrinsic motivation. Furthermore, the autonomous reasons underlying either performance or mastery-avoidance goals were negatively related to cheating. Alternatively, the controlling reasons for the endorsed goal were positively related to pressure and tension. The importance of considering both the ‘what’ and the ‘why’ aspect of achievement motivation are discussed.
Open Access
Building on the enriched hierarchical model of achievement motivation: autonomous and controlling reasons underlying mastery goals
(Ubiquity Press Ltd., 2016) Michou, A.; Matos, L.; Gargurevich, R.; Gumus, B.; Herrera, D.
Two motivational theories - the Achievement Goal Theory and Self-Determination Theory - have recently been combined to explain students' motivation, making it possible to study the "what" and the "why" of learners' achievement strivings. The present study built on this approach by (a) investigating whether the distinction between autonomous or volitional and controlling or pressuring reasons can be meaningfully applied to the adoption of mastery-avoidance goals, (b) investigating the concurrent and prospective relations between mastery-avoidance goals and their underlying reasons and learning strategies when mastery-approach goals and their underlying reasons were also considered, and by (c) incorporating psychological need experiences as an explanatory variable in the relation between achievement motives (i.e., the motive to succeed and motive to avoid failure) and both mastery goals and their underlying reasons. In two Turkish university students samples (N = 226, Mage = 22.36; N = 331, Mage = 19.5), autonomous and controlling reasons appeared applicable to mastery-avoidance goals and regression and path analysis further showed that mastery-avoidance goals and their underlying autonomous reasons fail to predicted learning strategies over and above the pursuit of mastery-approach goals and their underlying reasons. Finally, need experiences were established as mediators between achievement motives and both mastery goals and their underlying reasons.
Open Access
Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics
(Elsevier, 2018) Mouratidis, A.; Michou, Aikaterini; Demircioğlu, A. N.; Sayıl, M.
In this study, we aimed to investigate the different routes through which perceived goal structures, and in turn mastery-approach and performance-approach goals in mathematics, predict subsequent academic performance. Path analyses with a sample of Turkish adolescents (N = 369; 49.1% males; Mage = 16.67 years, SD = 1.85) revealed two distinct paths. After controlling for mid-year grades, we found perceived mastery goal structures to relate (positively) to mastery-approach goals, which in turn positively predicted end-year grades through challenge seeking. In contrast, perceived performance goal structures related positively to both performance-approach and performance-avoidance goals with the former directly predicting higher end-year grades, and the latter being related negatively to challenge seeking. These findings imply that there may exist different paths that can predict academic performance.
Open Access
Enriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goals
(John Wiley and Sons Ltd., 2014) Michou, A.; Vansteenkiste, M.; Mouratidis, A.; Lens W.
Background: The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes. Aims: We tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2). Sample: Six hundred and six Greek adolescent students (Mage = 15.05, SD = 1.43) and 435 university students (Mage M = 20.51, SD = 2.80) participated in studies 1 and 2, respectively. Method: In both studies, a correlational design was used and the hypotheses were tested via path modelling. Results: Autonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes. Conclusion: Autonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings.
Open Access
Fixed mindset, achievement goals, reconceptualized L2 motivational self system, academic buoyancy, resilience and success of English preparatory program students at Turkish EMI Universities: a structural equation modeling study
(2024-09) Tuna, Sinem Maden
Motivation has not yet been fully explored as an integrative construct comprising complementary aspects from various motivational theories that, together, can more effectively predict student success in learning English as a foreign language (EFL). This gap in the literature limits our understanding of what drives English learners to be resilient, buoyant, and ultimately succeed. In this correlational study, I used Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationship between a fixed mindset and academic success, mediated either by achievement goals (Model 1) or L2 motivational selves (Model 2), along with academic resilience and buoyancy, in English Preparatory Programs (EPPs). Data were collected from 343 students enrolled in EPPs at four English-Medium Instruction (EMI) universities in Türkiye. The findings revealed fixed mindset was positively related to mastery avoidance and performance avoidance goals similar to ought-to L2 self and feared L2 self. On the other hand, the relation among fixed mindset, ideal L2 self, and academic resilience was negative. Moreover, academic success has a positive relation with academic buoyancy, but negative relation with feared L2 self. Additionally, while students' ideal L2 selves were similar to their approach goals, their feared L2 selves were similar to avoidance goals in terms of relations to resilience and buoyancy. The implications are provided in light of the newly developed models.
Open Access
Is it promoted or endorsed achievement goals and underlying reasons that predict students’ intrinsic motivation?
(2016-06) Karakaş, Özge N.
The aim of this research was to investigate (a) the effects of mastery-approach (MAp) and performance-approach (PAp) goals induced in an autonomous or a controlling condition to students’ intrinsic motivation through an experiment (Study 1), and (b) the relation of an endorsed achievement goal during a specific computerized game and the autonomous or controlling underlying reasons to students’ intrinsic motivation (Study 2) by using a cross-sectional design. In Study 1, 66 students from a private non-profit university in Ankara, Turkey were randomly assigned to four experimental conditions (mastery-approach goal with autonomous reasons, mastery-approach goal with controlling reasons, performance-approach goal with autonomous reasons, performance approach goal with controlling reasons) to play a computerized tennis like game. After the game they reported their intrinsic motivation as well as their achievement goal and underlying reasons during the game. The results of a MANOVA showed that there were no differences in participants’ intrinsic motivation across the four conditions. In Study 2, 110 students from a private non-profit university in Ankara, Turkey were asked to play the computerized tennis like game; they were not induced any conditions. The participants reported after the game their intrinsic motivation as well as their achievement goal and underlying reasons during the game. The results of hierarchical regression analyses indicated that reasons underlying achievement goals (AGs) were related to students’ intrinsic motivation. The findings of this study are discussed as well as implications for education and for further research.
Open Access
Perceived structure and achievement goals as predictors of student' self-regulated learning and affect and the mediating role of competence need satisfaction
(Elsevier, 2013-02) Mouratidis, A.; Vansteenkiste, M.; Michou, A.; Lens, W.
We investigated the extent to which perceived structure and personal achievement goals could explain students' effective learning strategies and affect-related experiences in a sample of Greek adolescent students (N=606; 45.4% males; mean age: M=15.05, SD=1.43). Having controlled for students' social desirability responses, we used multilevel analyses, and found that between-student (i.e., within class) differences in perceived structure related positively to learning strategies and positive affect and negatively to negative affect, with the relations being partially mediated by competence need satisfaction. In addition, we found between-student differences in the relations of mastery-approach, performance-approach, and performanceavoidance goals to the learning-strategy and affect outcomes. Moreover, at the between-class level, perceived structure related positively to learning strategies and positive affect, and negatively to depressive feelings. Finally, an interesting cross-level interaction between perceived structure and performance-avoidance goals for negative affect revealed that well-structured classrooms attenuated the positive, harmful relation between performance-avoidance goals and negative affect. These findings indicate the key role of structure and the endorsement of mastery-approach goals in the classroom.
Open Access
Personal and contextual antecedents of achievement goals: their direct and indirect relations to students' learning strategies
(Elsevier, 2013-02) Michou, A.; Mouratidis, A.; Lens, W.; Vansteenkiste, M.
In this correlational research, we investigated to what extent achievement goals, in conjunction with need for achievement and fear of failure as well as perceived classroom goal structures, are related to learning strategies among upper elementary school students. After taking into account students' tendency to respond in a socially desirable way, we found, through path analysis, that mastery-approach goals partially mediated the relation of need for achievement and perceived mastery goal structures to learning strategies. These findings are discussed within the hierarchical model framework proposed by Elliot (1999). They suggest that the simultaneous examination of personal and contextual antecedents of achievement goals can enhance our understanding of the processes underlying achievement motivation and its outcomes.
Open Access
Teacher motivating style, students‟ quality of motivation and students‟ striving in math
(2016-06) Goldfinger, Leyla
Using a cross-sectional design, this study investigated through a survey the relationship of Turkish high school math teachers‟ perceived motivating style with students‟ type of achievement goals and the reasons for endorsing them. The study also investigated the relation of students‟ type of achievement goals and their underlying reasons with their grade, learning strategies, experience of challenge, and self-handicapping in math. The study included 180 students (Mage = 16.01, SD = 1.44, 56.7% females) from grades “preparatory level” to 12th, from an international foundation school in eastern part of Turkey. The questionnaires measured Math teachers‟ perceived autonomy support, structure, and involvement as well as perceived classroom goal structures. Students‟ achievement goal type (mastery-approach, performance-approach or outcome goal) and the underlying reasons for pursuing the goal (autonomous or volitional versus controlling or pressuring reasons) were also measured. Lastly, academic self-handicapping, use of effective learning strategies, experience of challenge in Math were measure with the questionnaires and data about students‟ average grades in Math was collected. Results showed that mastery-approach goal was chosen most frequently as the most dominant goal of the participants in math. Students who were focused on their performance, however, chose to get high grades (i.e., endorsed an outcome goal) instead of outperforming other students (i.e., endorsing a performance-approach goal). Performance-approach goal was not a dominant goal for the majority of the participated Turkish students. A hierarchical regression analysis revealed that autonomous reasons underlying either a mastery-approach goal or an outcome goal related positively to use of effective learning strategies and experience of challenge in math. In contrast, controlling reasons underlying mastery-approach or outcome goal were negatively related to experience of challenge in math. The autonomous reasons underlying mastery-approach goals were also positively related with perceived teacher‟s involvement whereas the controlling reasons underlying mastery-approach goals were positively related with perceived performance-approach goal structures. The results were discussed in terms of their implication to educational practices.
Open Access
Within-person configurations and temporal relations of personal and perceived parent-promoted life goals to school correlates among adolescents
(American Psychological Association, 2013-08) Mouratidis, A.; Vansteenkiste, M.; Lens, W.; Michou, A.; Soenens, B.
Grounded in self-determination theory, this longitudinal study examined the academic correlates of middle and high school students' (N = 923; 33.4% male) intrinsic and extrinsic aspirations (i.e., life goals) and the type of aspirations that they perceive their parents to promote to them. Person-centered analysis revealed 3 meaningful groups: a relatively high intrinsic aspiration group, a relatively moderate intrinsic aspiration group, and a relatively high-intrinsic and high-extrinsic aspiration group. Tukey post hoc comparisons indicated that students in the high intrinsic aspiration group scored higher on mastery-approach goals, effort regulation, and grades than students in the other 2 groups and lower on performance-approach goals and test anxiety than students in the high-high aspiration group. A match between learners' own aspiration profile and the perceived parent-promoted aspiration profile did not alter these between-group differences. Further, intrapersonal fluctuations of intrinsic aspirations covaried with mastery-approach goals over a 1-year time interval, while extrinsic aspirations covaried with performance-approach goals and test anxiety in the same period; none of these within-person associations were consistently moderated by between-student differences in perceived parental aspiration promotion. Instead, perceived parent-promoted intrinsic and extrinsic aspirations were, respectively, positive and negative predictors of between-student differences in positive school functioning. The present results highlight the importance of endorsing and promoting intrinsic aspirations for school adjustment. © 2013 American Psychological Association.