Back to the roots: The 2 × 2 standpoints and standards achievement goal model

Korn, Rachel; Elliot, Andrew J.; Daumiller, Martin

doi:10.1016/j.lindif.2019.04.009

Cited by 37 publications

(16 citation statements)

References 47 publications

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“…Achievement goals are relevant for university instructors as teaching in universities constitutes an achievement context requiring instructors to produce high-quality teaching outcomes, successfully perform under observation, act in a social context, and continuously improve (see Daumiller et al, 2019b). While initial work on achievement goals employed a dichotomous framework including mastery goals, which are focused on fostering skills and knowledge, and performance goals, which are focused on demonstrating skills and knowledge (Nicholls, 1984;Dweck, 1986;Maehr, 1989;Ames, 1992; see Korn et al, 2019), further differentiations have since been recognized. Fundamentally, an approach (striving to reach certain end states) and an avoidance (striving to avoid certain end states) valence have been established (see Elliot and McGregor, 2001), and mastery and performance goals have been further differentiated based on their content and evaluation standards (e.g., Elliot et al, 2011).…”

Section: Achievement Goals As Antecedents Of Discrete Emotions In Unimentioning

confidence: 99%

Exploring University Instructors’ Achievement Goals and Discrete Emotions

et al. 2020

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Emerging empirical evidence indicates that discrete emotions are associated with teaching practices and professional experiences of university instructors. However, further investigations are necessary given that university instructors often face high job demands and compromised well-being. Achievement goals, which frame achievementrelated thoughts and actions, have been found to describe motivational differences in university instructors and are hypothesized to be associated with their discrete emotions. Moreover, as variation exists in how university instructors respond to job demands regarding their emotional experiences, certain goals may moderate this relationship on the basis of framing different interpretations and reactions to stressors. To investigate these links, 439 instructors (46.7% female) from German and Austrian universities completed a survey assessing their achievement goals, discrete emotions (enjoyment, pride, anger, anxiety, shame, and boredom), and job demands. As hypothesized, multiple regression analyses revealed that achievement goals were differentially and meaningfully associated with discrete emotions. Specifically, learning approach goals were positively related to enjoyment and negatively related to anger and boredom, while learning avoidance goals were positively related to anger. Performance (appearance) approach goals were positively related to pride, and performance (appearance) avoidance goals were positively related to anxiety and shame. Lastly, relational goals were positively related to shame and boredom, and work avoidance goals were negatively related to enjoyment and positively related to shame and boredom. Conclusive moderation effects on the relations between job demands and emotions were not found. Future research avenues aimed at further understanding the supportive role that achievement goals can have for university instructors' emotional experiences and well-being are discussed.

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Section: Achievement Goals As Antecedents Of Discrete Emotions In Unimentioning

confidence: 99%

Exploring University Instructors’ Achievement Goals and Discrete Emotions

et al. 2020

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“…The cross-sectional design of our study is a limitation, as it impedes testing whether perceptions of goal structures truly precede students' personal goal adoption (e.g., L€ uftenegger, van de Schoot, Schober, Finsterwald, & Spiel, 2014), whether personal goals serve as a filter through which students perceive and make sense of the prevailing goal structures (e.g., Tapola & Niemivirta, 2008), or whether the contextual and personal aspects are reciprocally related (e.g., in that a matching environment further reinforces the dominant personal achievement goal). Moreover, even though we believe that, from a conceptual and empirical standpoint, achievement goals and achievement represent the most important outcomes to address in the first study on normative vs. appearance PAp goal structures, this focus automatically excludes other relevant external linkages, such as self-efficacy, implicit theories, self-regulated learning, test anxiety or socio-emotional variables (e.g., Bostwick, Martin, Collie, & Durksen, 2019;Edward, 2014;Janke, Bardach, Oczlon, & L€ uftenegger, 2019;Korn, Elliot, & Daumiller, 2019). Furthermore, while concerns about the measurement of (PAp) goal structures and their entanglement with personal goals are not new (e.g., Murayama & Elliot, 2009), we intend to revive them.…”

Section: Study Limitations and Future Directions For Researchmentioning

confidence: 99%

Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages

Bardach

Yanagida

Klassen

et al. 2020

The Journal of Experimental Education

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While personal performance-approach goals (PAp goals) have already been successfully bifurcated into normative and appearance PAp goals, the same distinction has not yet been applied to performance-approach goal structures (PAp goal structures). The present study therefore aimed to (a) test the factorial two-level structure of PAp goal structures to establish whether a distinction between normative and appearance components is empirically supported, and (b) explore relations to achievement and approach-oriented achievement goals (mastery-approach goals, normative and appearance personal PAp goals). This study relied on a sample of 1,004 secondary school students (53.38% females, 49 classes). Results from multilevel confirmatory factor analyses revealed that a model with two separate normative and appearance PAp goal structure factors on the individual student level, and one overall PAp goal structure factor on the classroom level fit the data best. On the individual student level, normative PAp goal structures positively predicted achievement, whereas appearance PAp goal structures negatively predicted achievement. Each PAp goal structure type showed the strongest relation to the matching personal PAp goal, but no relations to mastery-approach goals were found. On the classroom level, the high associations between the overall PAp goal structure and personal PAp goals raised concerns on their empirical distinctiveness.

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“… 2. For Study 1, see Wallace and Elliot (2019, Study 2); for Study 2, see Korn, Elliot, and Daumiller (2019, Study 2). …”

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confidence: 99%

Examining the role of perceived prestige in the link between students’ subjective socioeconomic status and sense of belonging

Jury

Aelenei

Chen

et al. 2019

Group Processes & Intergroup Relations

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Low socioeconomic status (SES) students have a lower sense of belonging to college than high-SES students. Due to the importance of sense of belonging in the college pathway, understanding the reason for this relation is particularly important. Here, we argue that in addition to having less access to resources, low-SES students in the college context also perceive themselves as having lower prestige than their high-SES counterparts. Thus, in the present research, we tested perceived prestige as a mediator of the link between subjective SES and sense of belonging to college. We conducted 3 studies in 2 different countries (USA and China), and these investigations provided evidence that the lower students’ subjective SES, the lower their self-attributed prestige, and that prestige mediated the relation between students’ subjective SES and their sense of belonging to college. The implications of these findings for understanding the collegiate experience of low-SES students are discussed.

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Back to the roots: The 2 × 2 standpoints and standards achievement goal model

Cited by 37 publications

References 47 publications

Exploring University Instructors’ Achievement Goals and Discrete Emotions

Exploring University Instructors’ Achievement Goals and Discrete Emotions

Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages

Examining the role of perceived prestige in the link between students’ subjective socioeconomic status and sense of belonging

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Back to the roots: The 2 × 2 standpoints and standards achievement goal model

Cited by 37 publications

References 47 publications

Exploring University Instructors’ Achievement Goals and Discrete Emotions

Exploring University Instructors’ Achievement Goals and Discrete Emotions

Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages

Examining the role of perceived prestige in the link between students’ subjective socioeconomic status and sense of belonging

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Product

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Back to the roots: The 2 × 2 standpoints and standards achievement goal model