The Effect of Gender and Grade Level Differences on Achievement Goal Orientations of Iranian Undergraduate Students

Fouladchang, Mahboobeh; Marzooghi, Rahmatallah; Shemshiri, B.

doi:10.3923/jas.2009.968.972

Cited by 12 publications

(8 citation statements)

References 1 publication

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“…Participants' success orientations do not differ significantly according to class level. Studies of the Great Grand (2014), Odacı, Berber Çelik, Çikrıkcı (2013), Toğluk (2009), Tiryaki (2007), Fouladchang, Marzooghi & Shemshiri (2009) support our research results. In the study of Kayis (2013), he found a significant difference in the performance approach sub-dimension in favor of the 1 st grade students.…”

Section: Discussionsupporting

confidence: 85%

Determination of the Success Orientations and Self-Consciousness Levels of the Students from the Faculty of Sports Science

Kurtipek¹,

Güngör²,

Yenel³

2018

JEL

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The aim of this study is to determine the success orientations and self-consciousness levels of the students in the higher education institutions providing sports education and to examine these according to some variables. The sample of the study consists of 202 students, 90 female and 112 male students, attending Gazi University Faculty of Sports Sciences at different departments and class levels. In the direction of the findings obtained in the research, it is seen that the participants got the highest mean scores from the “learning approach” and “learning avoidance” sub-dimensions of “Success Orientation Scale” (=3.80, =3.05). In this respect it can be stated that the participants are eager to improve their knowledge and skill levels, they take into account the learning process and try to avoid making mistakes. When the sub-dimensions of the Self-Consciousness Scale are examined, it appears that the self-consciousness levels of participants are above the mean (=2.22). This result shows that participants have awareness of their own thoughts and feelings and that they think more towards themselves in their daily lives. In addition, it was determined that the participants' success orientations did not show any significant difference according to gender, department, class and age variables (p>.05). Furthermore, self-consciousness levels of participants did not show any significant difference according to gender, department, age variables, but they were significance in favor of the 1st grade participants according to class variable (p <.05).

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Section: Discussionsupporting

confidence: 85%

Determination of the Success Orientations and Self-Consciousness Levels of the Students from the Faculty of Sports Science

Kurtipek¹,

Güngör²,

Yenel³

2018

JEL

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“…According to the results, there was no significant difference between the performance-avoidance goal orientation scores of the students. Similar findings were found by Fouladchang et al (2009). They examined the AGO levels of Iranian undergraduate students, and revealed that the learning orientation scores of students were in favor of the fourth-year students.…”

Section: Discussionsupporting

confidence: 71%

“…In some studies, differences in AGO levels were discussed according to the grade level variable (e.g., Fouladchang, Marzooghi, & Shemshiri, 2009; Küçükoğlu et al, 2010). Differences created by academic achievement on AGO level became a subject of curiosity for researchers (e.g., Buluş, 2011; Coutinho, 2007; Elliot et al, 1999; Harackiewicz, Barron, Tauer, & Elliot, 2002; Nielsen, 2008).…”

Section: Purpose Of the Studymentioning

confidence: 99%

Examining the achievement goal orientation levels of Turkish pre-service music teachers

Köksoy

Uygun

2017

International Journal of Music Education

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Achievement goal orientation (AGO) might help music teacher candidates make their learning processes more effective by revealing how they are motivated towards the learning tasks. In this respect, the purpose of this study was to examine the levels of achievement goal orientation of pre-service music teachers according to eight variables. The participants of the study consisted of 1250 undergraduate students studying in the departments of music education during the academic year 2013–2014 in Turkey. The data were collected through an Information Form and the Achievement Goal Orientation Scale (AOS). The results of the study revealed that gender, grade level, students’ achievement level and willingness had small effects on students’ learning goal orientation. Practice time in music, students’ evaluation of their own achievement levels among their peers, the extent to which students found themselves skilled in music and pursuing another profession had a medium effect on learning goal orientation. Informing students about the achievement goal orientation and the effects of these goals on the teaching and learning process may help students with their achievement goal orientations towards the desired direction.

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“…In line with previous research findings by researchers like Elizur & Beck (1994);Nagarathanamma & Rao (2007) and Kaushik & Rani (2005), this study found no significant difference in the need achievement motivation of male and female undergraduates. Although, Liu &Zhu (2009) andFouladchang et al(2009) found significant differences in achievement motivations of male and female students, cultural variance and the population sampled may have accounted for the difference in findings as observed. In other words, it is inferred that both male and female students do not significantly differ in their level of achievement motivation.…”

Section: Discussionmentioning

confidence: 65%

“…Results showed students of science faculty had significantly higher achievement motivation in comparison to Social Science, Humanities and Commerce faculty, but it does not significantly differ from the vocational courses. Fouladchang et al(2009) with the purpose to investigate the effect of gender and grade level differences on goal orientations of undergraduate students in an Iranian university collected a sample of 302 Iranian students by random cluster sampling. It was found that males had a greater performance-approach goal orientation than females.…”

Section: Liu and Zhu (2009) Found Significant Differences In Achievemenmentioning

confidence: 99%

What Factors Predict Need Achievement among Undergraduates in Nigeria?

Oladipo

Ajufo

2013

JSR

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This study investigated possible factors that predict need achievement among university undergraduates in Nigeria. Using convenient sampling method, a total of 420 participants were selected for the study. There were 153 male and 267 females. 334 were Christians, 81 Muslims, and 5 traditionalists. Of these, 69 were in their first year at school, 166, in their second year, 147, in their third year and 38 in their fourth year. Their ages ranged between 16-31years, mean age was 24.67 and a standard deviation of 23.14. Three hypotheses were tested and the results indicated that sex was not a significant predictor of students' need achievement (df =418, t=-.248, p>.05); however, institution of learning (df = 2, F=203.48, p <.05) and students' academic level (df = 3, F=32.76, p <.05) were significant predictors of students' need achievement respectively. The findings indicate that students' gender has no influence on their need achievement motivation, however, students' institution and academic level have significant influence on their need achievement motivation, therefore, educators and policy makers need to pay attention to it in improving both the standard of education as well as the level of motivation among undergraduates.

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The Effect of Gender and Grade Level Differences on Achievement Goal Orientations of Iranian Undergraduate Students

Cited by 12 publications

References 1 publication

Determination of the Success Orientations and Self-Consciousness Levels of the Students from the Faculty of Sports Science

Determination of the Success Orientations and Self-Consciousness Levels of the Students from the Faculty of Sports Science

Examining the achievement goal orientation levels of Turkish pre-service music teachers

What Factors Predict Need Achievement among Undergraduates in Nigeria?

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