Browsing by Subject "Achievement goals"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
Item Achievement goals among high school students in physical education(Texas A&M University, 2005-11-01) Guan, JianminAchievement goal research in physical education (PE) settings relies heavily on the traditional dichotomous achievement goal framework. Few studies use the trichotomous or 2*2 achievement goal model to explore and examine high school students?? achievement goals and behaviors in PE settings. Additionally, few studies to date have examined social and achievement goals simultaneously for high school students in PE settings. The purposes of this study were to: (1) examine whether the trichotomous and 2*2 achievement goal models reported in university undergraduate classrooms are appropriate in high school PE classes and (2) examine achievement goals and social goals simultaneously to see how they impact students?? persistence/effort toward physical education. The results revealed that the 2*2 model is appropriate for high school students in PE settings and provides a better fit to the data than the trichotomous model. The results also revealed that social responsibility goals represent the greatest contributor to students?? persistence/effort toward physical education. This is followed by masteryapproach goals, mastery-avoidance goals, and performance-approach goals. Performance-avoidance goals and social relationship goals did not significantly affect students?? persistence/effort toward physical education. Based on the findings, we advocate using both achievement and social goals when examining student motivation and achievement in high school physical education.Item Changes and stability in individual achievement goals based on instructional components of a college classroom and relations between individual goals and class goals(2014-05) Han, Cheon-Woo; Svinicki, Marilla D., 1946-Learning motivation plays a principal role in predicting desirable outcomes such as academic success and engagement in school (Elliot & Dweck, 2005; Spence & Helmreich, 1983). Among several relevant motivational variables, the achievement goal construct currently has received the most research attention in the area of competence-relevant motivation. Theorists are interested in studying achievement goals because goal orientation can influence cognitive processes through key motivational processes and eventually lead to improvement in learning achievement and attitudes (e.g., Ames, 1984; Elliot, 2005). Little is known, however, about regulations in achievement goals over time. In the present study, I want to address this oversight, focusing primarily on the foundational question of how students' achievement goals are changed and the relations between individual goals and perceptions of classroom structures. Based on previous literature, the current quasi-experimental study focused on the research hypothesis that instructional components of a course which are focused on competence (e.g., exam, in-class quiz, writing a paper, in-class activities) influence differentially the adoption or regulation of students' achievement goals in a real classroom. A total of 173 college students from an introductory educational psychology course participated in this study. I adopted five statistical approaches to investigate changes and stability in achievement goals and used multiple regression analyses to verify the relations between achievement goals and perceptions of class goals. Overall, the results of the current study provide clear and consistent evidence for the presence of both stability and change. All achievement goals had high stability for each instructional task through differential and ipsative continuity. Mean-level change analyses showed a considerable decline in the tendency in each individual goal pursuit. Interestingly, students' mastery goals toward an exam increased significantly whereas performance-avoidance goals decreased. Finally, cluster analysis suggested changes in cluster memberships between the pre- and post-measure of achievement goals toward each instructional task and participants' perceptions of classroom goals. The results and findings of the current study provide important implications for both research methodology used to investigate achievement goals and instructional design in the classroom. Limitations of the current investigation and suggestions for future studies are discussed.Item Children's achievement goals, attitudes, and disruptive behaviors in an after-school physical activity program(Texas A&M University, 2007-09-17) Agbuga, BulentTo promote active and healthy lifestyles in schoolage children, many afterschool physical activity programs offer students opportunities to participate in a variety of physical activities. The effects of such programs on students?????? levels of physical activity, however, depend largely on whether the students are motivated to participate and to demonstrate high levels of engagement behaviors in the programs. Therefore, it is critical for researchers and teachers to gain an understanding in this area. This study utilized a trichotomous achievement goal model to explore and describe what actually happened in terms of students?????? achievement goals, attitudes, and disruptive behaviors in an afterschool physical activity program. More specifically, the purposes of the study were fivefold: (1) to examine the reliability and validity of the scores generated by the trichotomous model, (2) to identify achievement goals endorsed by students, (3) to determine students?????? attitudes toward the program, (4) to identify students?????? disruptive behaviors, and (5) to investigate the relationships among students?????? achievement goals, attitudes, attendance, and disruptive behaviors. Results of this study indicate the trichotomous model observed in academic settings also existed among atrisk elementary school students in an afterschool physical activity program and the scores generated by this model were valid and reliable. Furthermore, students were found to score significantly higher on the mastery goal than they did on the performanceapproach and performanceavoidance goals, demonstrate positive attitudes, and display disruptive behaviors identified with the literature. Finally, the mastery goal was found to be positively related to students?????? positive attitudes and negatively related to students?????? selfreported low engagement, whereas the performanceapproach and performanceavoidance goals were found to be positively related to students?????? selfreported disruptive behaviors. Overall, the findings of the present study provide empirical support for the utilization of the trichotomous model in the context of afterschool physical activity programs. They also suggest the positive motivational effects of mastery goals observed in the classroom and physical education can be translated in the context of an afterschool physical activity program with atrisk elementary school students. Therefore, promoting mastery goals among students should become a high priority in afterschool physical activity programs.Item Effects of informative feedback on the regulation of achievement goals(2013-05) Han, Cheon-Woo; Borich, Gary D.This proposed study examines whether different levels of informative feedback can change students’ achievement goal orientation. A factorial repeated-measures MANOVA will be conducted to investigate changes in levels of trichotomous goals and reading comprehension scores of community college students over one academic semester. I hypothesize that both scores will be responsive to the level of informative performance feedback. Participants who get more information about their performance and a strategy to solve similar tasks will show significantly greater increases in mastery and performance-approach goals and decreases in performance-avoidance goals. In addition, effects of demographic variables on the goal-regulation outcomes (e.g., sex and ethnicity) will be examined. Implications for future research and educational applications are presented. This report also includes an evaluation plan which details the components of the trust building program, a model for the program, and the proposed method to measure the reported outcomes.