The advantages of task-based and other-based achievement goals as standards of competence

Diseth, Åge

doi:10.1016/j.ijer.2015.04.011

Cited by 28 publications

(50 citation statements)

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“…As in previous studies (Diseth, 2015), some factors yielded higher correlations: specially other-approach an other-avoidance goals. However, these factors could be considered equal.…”

Section: Discussionsupporting

confidence: 82%

“…Each item represents the types of achievement goals which students can follow or not to pass a subject in psychology and they are assessed through a 7-point likert scale from 1 (not true of me) to 7 (extremely true of me). The 3 × 2 has been translated and validated to the Chinese (Wu, 2012), Norwegian (Diseth, 2015), and Hungarian (Urbán, Orosz, Kerepes, & Jánvári, 2014), confirming its structure in all cases. Similarly, it has been adapted to the sport context (Mascret, Elliot, & Cury, 2015) and to physical education (Méndez-Giménez, Cecchini-Estrada, & Fernández-Río, 2014).…”

Section: Connections Between Achievement Goals and Relevant Outcomesmentioning

confidence: 68%

“…In line with the theoretical framework, task-approach and self-approach goals were shown as adaptive, positively predicting students' self-determined motivation and life satisfaction. The other-approach goals also predicted positively life satisfaction, but they join task-avoidance goals as negative predictors of self-determined motivation, which partially contradict Diseth's (2015) assumptions.…”

Section: Discussionmentioning

confidence: 81%

“…Other-approach goals and self-avoidance goals do not predict any emotion. However, Diseth (2015) concluded that task-approach goals, but also other-approach goals, connect with more functional elements of motivational variables (i.e., self-efficacy, learning strategies), while self goals (both approach and avoidance) show an opposite pattern (i.e., less academic achievement or learning strategies). Despite the fact that there is evidence that task-approach goals offer an advantage on motivational consequences, Diseth (2015) has questioned the positive connections of self-approach goals and has upgraded the value of the other-approach goals, compared to what Elliot and McGregor (2001) found in their performance goals.…”

Section: Connections Between Achievement Goals and Relevant Outcomesmentioning

confidence: 99%

See 3 more Smart Citations

3 × 2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Secondary Education

Méndez–Giménez

Cecchini

Fernández-Río

et al. 2017

Revista de Psicodidáctica (English ed.)

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“…As in previous studies (Diseth, 2015), some factors yielded higher correlations: specially other-approach an other-avoidance goals. However, these factors could be considered equal.…”

Section: Discussionsupporting

confidence: 82%

Section: Connections Between Achievement Goals and Relevant Outcomesmentioning

confidence: 68%

Section: Discussionmentioning

confidence: 81%

Section: Connections Between Achievement Goals and Relevant Outcomesmentioning

confidence: 99%

See 2 more Smart Citations

3 × 2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Secondary Education

Méndez–Giménez

Cecchini

Fernández-Río

et al. 2017

Revista de Psicodidáctica (English ed.)

View full text Add to dashboard Cite

“…Más tarde, Diseth (2015) concluyó que las MAT y las MAO se relacionan con aspectos importantes de las variables motivacionales (e.g., autoeficacia, estrategias de aprendizaje), mientras que las metas basadas en el yo (tanto de aproximación como de evitación) muestran un patrón opuesto de relación con estas variables (e.g., menos logro académico o peores estrategias de aprendizaje). El reciente estudio de Méndez-Giménez, Cecchini, Fernández-Río, Méndez-Alonso y Prieto-Saborit (2017) reveló que las MAT y las MAY son predictores positivos del índice de autodeterminación, mientras que las MAO y MET ejercen como predictores negativos.…”

Section: Introductionunclassified

Metas de Logro 3x2, Inteligencia Emocional y Relaciones Sociales en el Contexto de la Educación Física

Giménez¹,

Estrada²,

Romero³

2018

REV IBEROAM DIAGN EV

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ResumenLos objetivos fueron dos: (a) reexaminar la validez estructural del cuestionario de metas de logro 3x2 y de la escala de inteligencia emocional en Educación Física y, (b) estudiar el patrón de relaciones entre metas de logro 3x2, inteligencia emocional y relación con los demás. Una muestra de 1689 estudiantes participaron en el estudio (M=13.25; DT=2.87). Se realizaron análisis psicométricos y se testó un modelo de ecuaciones estructurales. La validez y la consistencia interna fueron apropiadas. El análisis factorial confirmatorio apoyó el modelo hipotético planteado. Las tres metas de aproximación predijeron positivamente la empatía y el control-regulación emocional; mientras que solo las metas de aproximación-tarea predijeron el reconocimiento emocional. La empatía y el control-regulación emocional predijeron el factor de relación con los demás. Las metas de logro 3x2 son un factor significativo en la predicción de los componentes de la inteligencia emocional y de relación social.Palabras clave: metas de logro, inteligencia emocional, relaciones sociales, educación física AbstractThe objectives were two: (a) to reexamine the structural validity of the 3x2 achievement goal questionnaire and the emotional intelligence scale in Physical Education and (b) to study the relationship pattern between 3x2 achievement goals, emotional intelligence and the psychological need for relationship with others. A sample of 1689 students participated in the study (M=13.25; DT=2.87). Psychometric analysis of the questionnaires, and a structural equation model were tested. Validity and internal consistency were appropriate. The confirmatory factorial analysis supported the proposed hypothetical model. The three approach goals positively predicted empathy and emotional control-regulation; while only task-approach goals predicted emotional recognition. Empathy and emotional control-regulation predicted the relationship factor with others. 3x2 achievement goals are a significant factor in predicting the components of emotional intelligence and relationship with others.

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Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination

Bross,

Nett,

Daumiller

2024

Educ Psychol Rev

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Both achievement goals and achievement emotions have empirically been found to be important within educational contexts. This meta-analysis examined the interrelations among six achievement goals and fifteen achievement emotions and various moderators by analyzing 2,644 effect sizes from 355 studies with 155,208 participants. The findings revealed interrelations among achievement goals and achievement emotions that mainly corroborate theoretical assumptions. Mastery and performance goals showed associations with activity and outcome emotions. The results for work-avoidance goals confirmed the assumption that engaging in work avoidance is particularly related to negative activity emotions. Relational goals are positively linked to positive affect and enjoyment. Facets of mastery goals were identified as relevant moderators of the interrelations among achievement goals and emotions, in contrast to population. The results highlight the relevance of considering the interplay among achievement goals and achievement emotions at a specific level, as opposed to considering only the affective level, as well as differentiating between activity and outcome emotions to better understand their relationships with achievement goals.

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The advantages of task-based and other-based achievement goals as standards of competence

Cited by 28 publications

References 45 publications

3 × 2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Secondary Education

3 × 2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Secondary Education

Metas de Logro 3x2, Inteligencia Emocional y Relaciones Sociales en el Contexto de la Educación Física

Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination

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