Role of Achievement Goals in Children's Learning in Taiwan

Shih, Shu‐Shen

doi:10.3200/joer.98.5.310-319

Cited by 37 publications

(44 citation statements)

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“…This research suggests that multiple-goal endorsement can in many cases be the most adaptive motivational pattern (see, e.g., Bouffard, Boisvert, Vezeau, & Larouche, 1995;Fox, Goudas, Biddle, & Duda, 1994;Harackiewicz, Barron, Tauer, & Elliot, 2002;Linnenbrink, 2005;Pintrich, 2000;Shih, 2005;Steinberg, Singer, & Murphey, 2000;Wentzel, 1991). According to Harackiewicz (2000, 2001), four patterns could account for the benefits of multiple-goal endorsement.…”

Section: The Multiple-goal Approachmentioning

confidence: 99%

“…Other research has tested multiple goals with measured self-set goals. However, such research primarily used cluster analyses (Riveiro, Cabanach, & Arias, 2001;Valle et al, 2003) or median split (Fox et al, 1994;Ng, 2006;Pintrich, 2000;Shih, 2005). According to Barron and Harackiewicz (2001), median split is not ideal for testing multiple-goal effects; rather, it can be done not only by testing independent goals' effects on various outcomes (which can bring support to the additive or specialized pattern hypotheses) but also by examining interactions between goals.…”

Section: The Multiple-goal Approachmentioning

confidence: 99%

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The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon¹,

Dompnier²,

Gillieron³

et al. 2010

Journal of Educational Psychology

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Régner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information). In the present article, the possibility of a link between mastery goals and social comparison that depends on the level of performance-approach goals-a possibility supported by a multiple-goal perspective-was tested by examining the interaction effect between mastery and performance-approach goals. This is an important endeavor, as educational settings are rarely free from performance-approach goals, even when mastery goals are promoted. In Study 1, we tested self-set achievement goals (mastery, performance-approach, and performance-avoidance goals) as predictors of SCO; the interaction between mastery goals and performance-approach goals indicated that the higher the performance-approach goal endorsement, the stronger the link between mastery goals and SCO. In Study 2, we manipulated goal conditions; mastery goals predicted interest in social comparison in the performance-approach goal condition only. Results are discussed in terms of the importance of multiple-goal pursuit in academic settings.

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Section: The Multiple-goal Approachmentioning

confidence: 99%

Section: The Multiple-goal Approachmentioning

confidence: 99%

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon¹,

Dompnier²,

Gillieron³

et al. 2010

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…However, according to our hypothesis and other studies, anxiety (Bandalos et al, 2003;Bong, 2009;Daniels et al, 2008Daniels et al, , 2009Duchesne & Rattelle, 2010;Gaudreau, 2012;King et al, 2012;Koul et al, 2009;Linnenbrink, 2005;Pekrun et al, 2006Pekrun et al, , 2009Putwain & Symes, 2012;Shih, 2005Shih, , 2008Sideridis, 2007) positively predicted performance goals at the Time 3, evidencing criterion validity for the S-CTAS. Surprisingly, and contrary to the expectations (King et al, 2012;Pekrun et al, 2006), hopelessness becomes a negative predictor of performance goals.…”

Section: Criterion Validity Of the S-ctas: Achievement Goals Cognitimentioning

confidence: 79%

“…There is strong empirical support suggesting that masteryapproach goals relate positively to enjoyment (Daniels et al, 2008(Daniels et al, , 2009King, McInerney, & Watkins, 2012;Pekrun et al, 2006Pekrun et al, , 2009Sánchez-Rosas, 2015 a, b;Sánchez-Rosas & Pérez, 2015;Sapio, 2010) and negatively to boredom (Daniels et al, 2008(Daniels et al, , 2009King et al, 2012;Pekrun et al, 2006Pekrun et al, , 2009Sánchez-Rosas, 2015 b). Several studies found a negative relation between mastery-approach and anxiety (Bandalos et al, 2003;Daniels et al, 2008Daniels et al, , 2009Shih, 2005Shih, , 2008. However, there were no significant relations in an equivalent number of studies (Bong, 2009;Linnenbrink, 2005;Pekrun et al, 2009;Putwain & Symes, 2012;Sideridis, 2007).…”

Section: Criterion Validity Of the S-ctas: Achievement Goals Anxietymentioning

confidence: 90%

Achievement emotions and achievement goals in support of the convergent, divergent and criterion validity of the Spanish-Cognitive Test Anxiety Scale

Rosas

Furlán

2017

IJEP

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Based on the control-value theory of achievement emotions and theory of achievement goals, this research provides evidence of convergent, divergent, and criterion validity of the Spanish Cognitive Test Anxiety Scale (S-CTAS). A sample of Argentinean undergraduates responded several scales administered at three points. At time 1 and 3, the sample informed their adoption of mastery and performance goals. At time 2, they responded to the S-CTAS and informed about their anxiety and shame in class, and their enjoyment, hopelessness, shame, and anxiety experienced in exam. Results demonstrated the convergent and divergent validity of the S-CTAS by correlating with other class and test emotions scales measuring outcome and activity-emotions. Furthermore, the findings verified the criterion validity of the S-CTAS by estimating the predictive influence of achievement goals on cognitive test anxiety and other emotions, and in turn the effects of cognitive test anxiety and these emotions on achievement goals.

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“…Several studies have suggested that performance-approach goals are related to test anxiety (Bandalos et al, 2003;Bong, 2009;Daniels et al, 2008Daniels et al, , 2009Gaudreau, 2012;King et al, 2012;Koul et al, 2009;Linnenbrink, 2005;Sánchez-Rosas, 2015b). However, a small number found just the opposite (Duchesne & Rattelle, 2010;Shih, 2005), and even more have found no relation at all (Pekrun et al, 2006Putwain & Symes, 2012;Shih, 2008;Sideridis, 2007). In addition, performance-approach goals relate positively to hopelessness and shame (King et al, 2012;Pekrun et al, 2006;Sánchez-Rosas, 2015a, b;Sánchez-Rosas & Pérez, 2015).…”

Section: Criterion Validity Of the S-ctas: Achievement Goals Anxietymentioning

confidence: 99%

Full Issue February 2017

Editors¹

2017

IJEP

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The study of violence and bullying in schools is a line of scientific research that has contributed significantly to knowledge on human aggressiveness, especially in children and adolescents. This article shows that there are two patterns of aggressive behavior: proactive and reactive. Both are present in bullying, as are other psychological aspects pertaining to the individuals involved, such as basic personality traits, self-esteem and values. This study links both proactive and reactive behavioral patterns to involvement and non-involvement in school bullying. The results reveal that basic personality traits, such as neuroticism, have a direct impact on proactive and reactive bullying, as do the social and individual dimensions of self-esteem and social and moral values. These findings confirm that variables relating to personal and social values are, in turn, related to proactive and reactive aggressive behavior in bullying for those involved and not involved in bullying. However, they also highlight that while aggressors engage in more proactive aggressive behavior, reactive aggression is more frequent among victims.Keywords: Aggressive Behavior, Bullying, Personality Traits, Self-esteem and Values Psychology, Vol. 6 No. 1 February 2017 pp. 1-24 IJEP -International Journal of Educational ResumenLa investigación sobre violencia escolar y bullying ha resultado ser una línea de de trabajo científico que ha contribuido de forma importante a los estudios sobre agresividad humana, especialmente en los años de la niñez y la adolescencia. El trabajo que este artículo presenta revela que la conducta agresiva en sus dos patrones básicos: conducta agresiva proactiva y conducta agresiva reactiva tienen presencia en el fenómeno bullying, así como otros aspectos de la psicología de los implicados (por ej. Aspectos básicos de personalidad, la autoestima, y los valores. Este estudio relaciona ambos patrones (reactivo y proactivo) con la implicación o no implicación en acoso escolar. Los resultados manifiestan que aspectos básicos de la personalidad, como el neuroticismo, inciden en la implicación en bullying tanto de forma proactiva como de forma reactiva, al igual que la autoestima y los valores sociomorales en sus dimensiones social e individual. Los resultados obtenidos en este trabajo confirman que las variables relativas a valores personales y sociales están relacionadas con la agresión reactiva y proactiva en bullying, tanto para la implicación como para la no implicación en el mismo, aunque se destacan como los agresores muestran una mayor presencia del patrón agresivo pro-activo y las víctimas, con una mayor presencia del patrón reactivo.Palabras clave: Agresividad, acoso, rasgos de la personalidad, autoestima y valores. Psychology, 6(1) 1 nterpersonal violence. Labeling certain aggressive behaviors as "violence" is controversial within the field of scientific research. Regarded as an expression of aggressive attitudes and behaviors, violence carries social connotations that hinder the understanding o...

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Role of Achievement Goals in Children's Learning in Taiwan

Cited by 37 publications

References 50 publications

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Achievement emotions and achievement goals in support of the convergent, divergent and criterion validity of the Spanish-Cognitive Test Anxiety Scale

Full Issue February 2017

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