Relations among competence beliefs,utility value,achievement goals,and effort in mathematics

Background. Research has shown that motivation is a key factor in the learning process as well as in school achievement. In essence, a number of researchers have highlighted the close link between motivation and achievement‐related behaviours such as effort. Aims. The present study aims to acquire more specific information concerning the relations between competence beliefs, utility value and achievement goals in mathematics among secondary school students, to further document the influence of social agents, and to better understand the relationships between these variables, as well as to effort. Sample. Participants were 759 Grade 7 to Grade 11 students (389 males, 370 females). Method. Structural equation modelling techniques were used to test a model of achievement‐related behaviours (effort) in mathematics based on support from social agents, competence beliefs, utility value and achievement goals. Several self‐reported scales were administered. Results. Results indicate that effort in mathematics is mainly explained by mastery goals and competence beliefs. As for the role of social agents, results demonstrated that the perception of parental support chiefly explained variables associated with the valuing of mathematics while teachers' support acted most on competence beliefs. Conclusions. Two main conclusions stem from our results. First, mastery goals have an important and significant impact on students' effort in the learning of mathematics. Second, the nature and the strength of the relationships between competence beliefs, utility value, achievement goals and effort are not significantly influenced by age and gender, at least in mathematics.     

Gender differences in the psychosocial correlates of suicidal ideation among adolescents.

Gender differences in the psychosocial correlates of suicidal ideation were studied. A sample of 613 high school students (ages 14-19) completed measures of suicidal ideation, depression, hopelessness, life stress, loneliness, alcohol and drug use, and reasons for living. The results of a discriminant function analysis indicated that males reported higher loneliness and substance abuse scores than females whereas females reported greater suicidal ideation, depression, and reasons for living. The results of multiple regression analyses found that, although the same four variables, depression, hopelessness, substance abuse, and few reasons for living emerged as significant predictors of suicidal ideation in both samples, the predictive equation accounted for more of the variance in ideation scores in females (57%) than in males (46%). In a final analysis a discriminant function analysis of the subscales of the reasons for living inventory revealed that females have a greater fear of death and injury whereas males have a greater fear of social disapproval over having suicidal thoughts. This may account for the greater rate of suicide completing among males. Fear of social disapproval, more anger and impulsivity, and less help-seeking behavior among males are offered as potential variables to explain the observed gender differences.     

Competitiveness, Gender, and Adjustment Among Adolescents

This study explored whether trait competitiveness in late adolescence is more detrimental to females’ than males’ social and psychological adjustment. Two types of competitiveness were studied, competing to win (CW; to dominate others) and competing to excel (CE; to surpass personal goals). Questionnaire ratings (by self and others) of 110 (53 females, 57 males, Mage 17.9 years) predominantly Caucasian (88.9%) high school students in northern Texas, USA were gathered. Males were higher on CW than females, but there were no gender differences on CE. For females, CW was associated with greater depression and loneliness, and with fewer and less close friendships. CE was associated with higher self-esteem and less depression for both genders, but was largely unrelated to social adjustment.     

Association between self-concept and body weight, gender, and pubertal development among male and female adolescents

This study examined the effects and interactions of gender, pubertal status, and body weight on the self-concept of 462 young adolescent Australian students from two different schools. All students enrolled in Years 7 and 8 completed the Self-Perception Profile for Adolescents, which includes several self-concept subscales and ratings of the importance of each subscale. The self-concept subscales ranked as most important by male and female students were Close Friendship, Scholastic Competence, and Job Competence. Females rated their ability to form close friendships significantly higher and of greater importance than did males. Standard body weight was related to students' Physical Appearance subscale scores, with higher weight students having lower self-concept, and postmenarcheal females having the poorest opinion of their physical appearance. Higher body weight males had lower scores on Athletic Competence, Job Competence, and Behavioral Conduct than did other males. Overweight females and normal weight males considered athletic competence to be more important than did other students. Pubertal status was related to students' scores on Athletic Competence, with postpubertal males who were not overweight scoring highest, and on Physical Appearance, with postmenarcheal females having the lowest opinion of their appearance. The mean self-concept score was significantly related to students' standard body weight, and there was an interaction between gender and puberty, with postpubertal males having the highest and postmenarcheal females the lowest self-concept score. The discrepancy score suggested that females felt they had failed to meet their ideal self-concept significantly more than did males. The results suggest that school programs should be implemented to provide exercise and job skill training suitable for all students, especially those who are overweight. These programs, while taking into account students' pubertal status, should aim to improve self-image without resulting in feelings of failure.     

Adolescent identity formation: a Swedish study of identity status using the EOM-EIS-II

The aim of this study was to examine ego identity status among Swedish adolescents using the EOM-EIS-II. Identity status scores and distributions were examined for 222 (108 female, 114 male) Swedish high school students. Identity status differences were found between genders. There was a greater likelihood of female adolescents being categorized as moratoriums than were males, and there was a greater likelihood of males being categorized as diffusions than were females. Statistically significant differences were found between genders on the following subscales: moratorium, foreclosure, and diffusion. No statistically significant differences were found between females and males on the identity achievement subscale. To achieve a preliminary construct validation of the results from the EOM-EIS-II, four of the 222 participants were also assessed using Marcia's identity status interview. A fairly good accordance between the interview assessment of identity status and the EOM-EIS-II assessment were found. Interview results showed differences between the interviewers on each subscale (IA, M, F, and D). The same differences were detected on three of four subscales when assessing these individuals' identity statuses using the EOM-EIS-II.     

中学生自我概念的特点及其与学业成绩的关系

本研究采用问卷法,针对随机取样的428名中学生,考察了自我概念的年级与性别特点及其与学业成绩的关系。结果表明:(1)在自我概念总量表和分量表上,中学生存在显著的年级和性别差异;(2)在自我概念子量表上,年级和性别的交互作用显著;(3)在言语自我、数学自我、一般学校、体能自我、父母关系、诚实可信、一般自我等子量表,以及学业、非学业分量表和总量表上,不同学业水平的学生有显著差异;(4)除体能自我、与异性关系和与同性关系子量表外,学业成绩与自我概念有显著正相关,而且学业成绩对自我概念有显著预测性,一般学校自我对学业成绩有显著的预测性。     

毅力与学业成绩的关系：有意走神和自发走神的不同中介作用

以3372名5年级小学生为研究对象,采用毅力量表、有意走神和自发走神量表以及学业成绩测验,考察毅力（兴趣一致性和坚持努力）对学业成绩的影响,并检验有意走神和自发走神的中介作用。结果发现：（1）兴趣一致性和坚持努力均显著正向预测学业成绩;（2）有意走神、自发走神在兴趣一致性和坚持努力与学业成绩之间均起显著的中介作用,但两者的中介作用模式存在差异。有意走神在兴趣一致性和坚持努力与学业成绩间的中介作用不同：兴趣一致性负向影响有意走神,有意走神正向影响学业成绩,坚持努力正向影响有意走神,有意走神正向影响学业成绩;而自发走神在兴趣一致性和坚持努力对学业成绩预测的中介作用相同,即兴趣一致性和坚持努力均负向影响自发走神,自发走神负向影响学业成绩。     

Multiple goals,motivation and academic learning

Background: The type of academic goals pursued by students is one of the most important variables in motivational research in educational contexts. Although motivational theory and research have emphasised the somewhat exclusive nature of two types of goal orientation (learning goals versus performance goals), some studies (Meece, 1994; Seifert, 1995, 1996) have shown that the two kinds of goals are relatively complementary and that it is possible for students to have multiple goals simultaneously, which guarantees some flexibility to adapt more efficaciously to various contexts and learning situations. Aim: The principal aim of this study is to determine the academic goals pursued by university students and to analyse the differences in several very significant variables related to motivation and academic learning. Sample: Participants were 609 university students (74% women and 26% men) who filled in several questionnaires about the variables under study. Method: We used cluster analysis ('quick cluster analysis' method) to establish the different groups or clusters of individuals as a function of the three types of goals (learning goals, performance goals, and social reinforcement goals). By means of MANOVA, we determined whether the groups or clusters identified were significantly different in the variables that are relevant to motivation and academic learning. Lastly, we performed ANOVA on the variables that revealed significant effects in the previous analysis. Results: Using cluster analysis, three groups of students with different motivational orientations were identified: a group with predominance of performance goals (Group PG: n = 230), a group with predominance of multiple goals (Group MG: n = 238), and a group with predominance of learning goals (Group LG: n = 141). Conclusions: Groups MG and LG attributed their success more to ability, they had higher perceived ability, they took task characteristics into account when planning which strategies to use in the learning process, they showed higher persistence, and used more deep learning strategies than did the students with predominance of performance goals (Group PG). On the other hand, Groups MG and PG took the evaluation criteria more into account when deciding which strategies to use in order to learn, and they attributed their failures more to luck than did Group LG. Students from Group MG attributed their success more to effort than did the other two groups and they attained higher achievement than Group PG. Group LG tended to attribute their failures more to lack of effort than did the other two groups.     

A comparative study of aggression amongst Nigerian university students in Niger Delta region

There is genuine concern over social violence and aggression among youths in many countries. Despite considerable efforts directed toward molding the pattern of model behavior, frequent disturbances and various antisocial vices among youths in our environment may be due to failure to acknowledge the risk factors associated with aggression. The objective of this study was to assess the level of aggressive traits among students in higher institutions, as well as identifying the possible predictive factors. Using a two-stage random sampling method, 515 fifteen students, comprising 306 from arts and 209 from medicine faculties, University of Uyo were screened for aggressive traits; using Buss-Perry Aggression (BPAQ) Questionnaire. A total of 306 arts students and 209 medical students fully completed the questionnaire. Among the arts students, 127 (41.5%) were males and 179 (58.5%) females. Similarly, of the 209 medical students, 143 (68.4%) were males and 66 (31.6%) females. The mean age for arts students was 28.7 years (SD = 7.9); while that of medical students was 23.6 years (SD = 4.9). The difference in the mean was statistically significant (t = 8.15, P = 0.001). A total of 139 (45 .4%) of arts students showed abnormal overall score for aggression as against 74 (35.4%) of medical students. This difference was statistically significant (χ(2) = 5.139, P = 0.01). There was also significant difference in the physical and verbal aggression subscales as 123 (40.2%) of arts against 53 (25.4%) medical students showed physical aggression (χ(2) = 12.15, P = 0.001), while 82 (26.8%) against 109 (52.2%) showed verbal aggression (χ(2) = 34.218, P = 0.001). Verbal aggression was positively correlated with female students; males have 2.98 odds ratio of being aggressive (P = 0.001). There is a high level of aggressive traits among students in higher institutions of learning. This can manifest in behaviors and vices capable of disturbing public peace and academic activities in schools. Therefore, there is need to curb aggression in order to create conducive learning environment and maintain societal norms.     

Dominant achievement goals and different profiles among secondary students / Dominancia de metas de logro y perfiles específicos en enseñanza secundaria

Abstract

Spanish adolescents’ dominant achievement goals and their specific profiles were explored in a physical education context. A sample of 385 students (207 males and 178 females, M = 14.2 years) completed a questionnaire that included 2x2 achievement goals (AGQ-PE), dominant achievement goals, affectivity (PANASN), perfectionism (IPI) and outcome variables such as satisfaction with life (SLS), and intrinsic motivation, extrinsic motivation and amotivation (PLOC). Eighty-seven percent of participants showed dominant achievement goals, the highest percentage was mastery-approach (66%). Patterns found were consistent with the theoretical framework. Students that showed dominant mastery-approach achievement goals had a positively valenced profile. Those that showed performance-approach dominance had a positive and negative valenced profile. The ones that showed performance-avoidance had a negative valenced profile. Finally, subjects that showed mastery-avoidance dominance had a neutral valenced profile.     

Cognitive processes in university learning: A developmental framework using structural equation modelling

Background. Both achievement goals and study processing strategies theories have been shown to contribute to the prediction of students’ academic performance. Existing research studies ( Fenollar, Román, & Cuestas, 2007 ; Liem, Lau, & Nie, 2008 ; Simons, Dewitte, & Lens, 2004 ) amalgamating these two theoretical orientations in different causal models have reported their associations with other adaptive strategies and motivational constructs – for example, effort expenditure. Despite this recognition, there have been to date very few studies that explored the relations between achievement goals, study processing strategies, effort, and academic performance over time. Aim of study. The primary focus of our study is to explore the relations between the aforementioned theoretical constructs over a 2‐year period. Specifically, we tested an empirical model that conceptualized the relations between performance‐approach and mastery goals, deep processing strategies, effort, and academic performance across six time points of data collection. Methodology. Two hundred and eighty‐one (161 females, 120 males) university students took part in this study. The participants were administered various Likert‐scale inventories and the overall course mark and final examination were used as indexes of academic performance. Results. Structural equation modelling indicated a relatively good fit to the a posteriori model and the hypothesized paths were, in part, supported. The major findings included the predictive effects of performance‐approach goals at Time 1 on deep processing strategies at Time 2 and mastery goals at Time 3; the predictive effect of mastery goals at Time 3 on effort at Time 4; the predictive effects of deep processing at Time 2 on mastery goals at Time 3 and Time 4. Furthermore, the placement of deep processing and effort in this structural model also accentuated the performance‐approach goals – mastery goals – effort – academic performance relation, and the performance‐approach goals – deep processing – mastery goals – effort – academic performance relation. Discussion. Our study has important theoretical and practical implications concerning the conceptualization of the performance‐approach and mastery goals relationship, and the use of goal structure and adaptive strategies (e.g., deep processing) to enhance academic learning.     

Differential Factors Affecting Male and Female Academic Performance in High School

An attempt was made to explain the combined effect of several factors on academic performance and to explore whether this effect was different for males and females. The independent variables were achievement motive, locus of control, dependency, and sex; the dependent variable was cumulative grade point average. Ss were 365 male and female American high school students from grades 10 through 12. The highly achievement motivated, internal, low dependent, female students had significantly higher grades. There were also two significant sex interaction effects, indicating that some factors that influence achievement operate differently for males and females.     

New perspectives on child and adolescent depression

The Children's Depression Index (CDI) was administered to a group of 304 regular school students in Grades 3–12. It was found that 21% of the students reported mild to moderate levels and 7% reported severe levels of depression. Females reported more overall depression than did males. Specific CDI items selected more frequently by females than by males supports previous work suggesting that females tend to internalize difficulties whereas males are more likely to externalize problems. There were no age differences associated with overall depression; however, there were some developmental differences in specific items cited. Finally, “red flags” were identified that may be helpful in spotting children suffering from severe levels of depression.     

普高生与中职生的个人未来目标和担忧

以1995名普高生和中职生为被试,采用未来取向问卷(中文版),考察了普高生和中职生的个人未来目标和担忧的内容与时间广度。研究发现:普高生与中职生较多地关注未来教育、职业、婚姻/家庭、家庭安康和自我,预期重要生活事件发生在二三十岁左右。普高生更多地提及教育目标和担忧以及与家庭安康有关的担忧,而中职生更多地提及职业目标和担忧,并预期职业目标和担忧发生的年龄较早;农村学生更多地提及与未来教育和家庭安康有关的目标,而相对较少提及职业目标,并预期教育和职业目标以及职业担忧发生的年龄早于城市学生;男生更多地提及职业和婚姻/家庭目标以及与自我有关的担忧,而女生更多地提及与家庭安康有关的目标和教育担忧,并预期教育和职业目标发生的年龄较早。     

Dispositional and task-specific social-cognitive determinants of physical effort perseverance

The authors performed 3 studies to investigate the effects of social-cognitive variables on physical effort perseverance. Linear hierarchical regressions indicated that task-specific variables and perceived ability or competence accounted for the majority of perseverance variance in all 3 studies. The strongest single predictors in this cluster of variables were perceived competence, confidence, and readiness to invest effort. Physical self-health and ability accounted for a lesser portion of effort perseverance variance, with self-presentation confidence being the major single predictor in this cluster. The goal orientation cluster accounted for the least amount of effort perseverance variance. Together with task-specific confidence and the readiness to invest effort, as well as determination and commitment and competence, the findings support the contention that task-specific efficacious beliefs to a large extent determine persistence and endurance behaviors.     

Involvement in Meaningful Activities and Self-Reported Aggression and Delinquency Among Inner-City Teenagers

Ninth grade students from an inner-city high school (n = 163) completed self-report measures assessing their participation in meaningful activities, behavioral problems, and locus of control. In multivariate analyses, Gender × Activity Level interaction effects were shown: males with higher levels of meaningful activity had significantly lower scores on aggression and delinquent behavior subscales than males with lower levels of meaningful activity. However, this relationship was not shown for females. Of youth who reported clinically significant levels of aggression and/or delinquency, females reported significantly higher levels of meaningful activities than males. Gender differences in findings and future research directions are discussed.     

General and specific self-esteem in late adolescent students: race x gender x SES effects

This study assessed the effects of gender, race, and social class on the general and area-specific self-esteem of high school students. One hundred and ninety-five high school students served as subjects in a 2 (gender: male, female) X 2 (race: black, white) X 3 (social class: low, middle and high) factorial design. The Rosenberg General Self-Esteem, the Piers-Harris Children's Self-Concept, and the Brookover Self-Concept of Ability and School Achievement scales were the measures of either general or specific self-esteem. Females, whites, and lower social class adolescents were consistently lower in their self-esteem scores than were males, blacks, and upper social class teenagers, respectively. White females were found to be lower in general and happiness self-esteem than all other gender by race subgroups. High SES white students were lower on the happiness and behavior self-esteem measures than black students and white middle-class students. Black males and white females were less confident in their school ability than were black females and white males.     

Fear of success in males and females

Horner's “fear of success” test was administered to 303 children between the 4th and 12th grades. There was an increase of fear of success imagery between the 4th and 10th grades and a decrease between 10th and 12th grades. Fear of success was related to sex only during high school, where it was associated with the course of study pursued by students. Thus, in a high school secretarial course, females showed the lowest fear of success while 12th-grade college-prep females showed fear of success higher than secretarial course females and college-prep males. The findings were interpreted as indicating developmental changes in fear of success due to increasing peer affiliation (4th–10th grades) and sex-linked competitive achievement (high school).     

Loneliness,self‐esteem,and life satisfaction as predictors of Internet addiction: A cross‐sectional study among Turkish university students

This study investigated the relationship among loneliness, self‐esteem, life satisfaction, and Internet addiction. Participants were 384 university students (114 males, 270 females) from 18 to 24 years old from the faculty of education in Turkey. The Internet Addiction, UCLA Loneliness, Self‐esteem, and Life Satisfaction scales were distributed to about 1000 university students, and 38.4% completed the survey (see Appendix A and B). It was found that loneliness, self‐esteem, and life satisfaction explained 38% of the total variance in Internet addiction. Loneliness was the most important variable associated with Internet addiction and its subscales. Loneliness and self‐esteem together explained time‐management problems and interpersonal and health problems while loneliness, self‐esteem, and life satisfaction together explained only the interpersonal and health problems subscales.     

Comparison of public and parochial school patterns of student affect.

The MAACL-R scores of 139 middle and senior high public school students (76 females, 63 males) were compared with those of 403 parochial school students (196 females and 207 males). Parochial school students scored significantly higher on depression, hostility, and dysphoria, and significantly lower on positive affect and overall positive mood. Possible explanations for this pattern are discussed.