Attachment and exploration in adulthood

In the present work, the relationship between attachment and exploration in adulthood is examined from both theoretical and empirical standpoints. Theoretically, attachment theory's exploration system is linked to R. W. White's (1959) concept of effectance motivation, and to the motive and goals constructs that are central to the achievement motivation literature. Empirically, 4 studies are presented that document a link between adult attachment (operationalized using categorical, continuous, and dimensional measures) and achievement motives (need for achievement and fear of failure) and achievement goals (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance, and approach relative to avoidance personal strivings). Mediational analyses establish the role of challenge construal, threat construal, and competence valuation in accounting for the observed relationships.     

家长投入对子女成就目标的影响:教养风格的调节作用

本研究通过调查2038名中小学生,考察不同方面的家长投入(学业社会化、基于家庭的投入、基于学校的投入)与子女成就目标的关系,以及教养风格(自主支持/控制)在其中的调节作用。结果表明,学业社会化正向预测三种成就目标,基于家庭的投入正向预测成绩回避目标,基于学校的投入正向预测掌握目标;自主支持的教养风格增强了家长投入与掌握目标的关系,控制的教养风格增强了家长投入与成绩目标的关系;结果存在一定的年龄差异。     

Individual and social dimensions of Filipino students' achievement goals

Achievement goal theory assumes that self-instrumental (mastery) achievement goals are associated with academic achievement, whereas social-instrumental (performance) goals are not. However, research on Asian students shows that both mastery and performance-approach goals are positively related to achievement; possibly because achievement motivation in Asian cultures is socially oriented and not individually oriented. The current study explored the structure of the social and individual achievement motivation orientations, and how these achievement orientations and achievement goals were related to achievement of Filipino university students. The results showed two dimensions of social-oriented achievement motivations-parent-oriented and teacher-oriented motivations-and two dimensions of individual-oriented achievement motivations-personal performance standards and personal goal choice. However, these achievement motivation orientations were not associated with achievement. Instead mastery and performance-approach goals were both positively associated with academic achievement, personal performance standards, and parent-oriented achievement motivation.     

A study of motivational influences on academic achievement

This study examined the influence of motivation on academic achievement. The theoretical rationale for the study is grounded in bridging two influential yet isolated literatures of motivation: goal setting theory and achievement goal theory. Although it is clear that academic performance should be influenced by assigned learning goals, surprisingly, goal setting theory has rarely been used as a theoretical framework to further our understanding of academic performance. College students enrolled in an introductory course were given assigned performance or assigned learning goals. Internal achievement goals were assessed and academic performance was measured. Results indicated that to ensure academic success the most advantageous goals a teacher should assign in a classroom are “assigned learning goals”. Additionally, the combination of internal mastery achievement goals and performance-approve achievement goals predicted academic performance, thereby supporting a multiple achievement goals perspective. Theoretical and applied implications are discussed.     

The intergenerational transmission of fear of failure

The intergenerational transmission of fear of failure was examined in two studies with undergraduates and their parents. Parent-undergraduate concordance in fear of failure was documented for mothers and fathers, controlling for parents' and undergraduate's impression management and self-deceptive enhancement response tendencies. Love withdrawal was validated as a mediator of parent-undergraduate concordance in fear of failure for mothers but not for fathers. Mothers' and fathers' fear of failure was also a positive predictor of undergraduate's adoption of performance-avoidance goals in the classroom, and undergraduate's fear of failure was shown to mediate this relationship. Fathers' fear of failure was also a negative predictor of undergraduate's mastery goal adoption, and this relationship was likewise mediated by undergraduate's fear of failure. The results are discussed in terms of the reorienting of positive, appetitive achievement motivation toward negative, aversive achievement motivation.     

父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型

为探讨父母学业参与和学业压力与青少年早期学业投入之间的关系,考察成就目标取向的中介作用,以及学业成就水平在该中介过程中的调节作用,对2487名初一学生进行测查,结果发现：（1）父母学业参与正向预测青少年早期个体的学业投入、负向预测学业抽离,父母学业压力正向预测学业抽离;（2）掌握目标取向在父母学业参与和青少年早期的学业投入之间起正向中介作用,在父母学业参与和学业抽离间发挥负向中介作用;表现回避目标取向在父母学业压力和学业抽离间具有正向中介作用;（3）掌握目标取向的中介作用受到学业成就水平的调节。研究结果揭示了父母学业参与和学业压力对青少年早期的学业投入的共同作用,为从家庭层面提高青少年的学业投入水平提供了参考。     

父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型

为探讨父母学业参与和学业压力与青少年早期学业投入之间的关系,考察成就目标取向的中介作用,以及学业成就水平在该中介过程中的调节作用,对2487名初一学生进行测查,结果发现：（1）父母学业参与正向预测青少年早期个体的学业投入、负向预测学业抽离,父母学业压力正向预测学业抽离;（2）掌握目标取向在父母学业参与和青少年早期的学业投入之间起正向中介作用,在父母学业参与和学业抽离间发挥负向中介作用;表现回避目标取向在父母学业压力和学业抽离间具有正向中介作用;（3）掌握目标取向的中介作用受到学业成就水平的调节。研究结果揭示了父母学业参与和学业压力对青少年早期的学业投入的共同作用,为从家庭层面提高青少年的学业投入水平提供了参考。     

青少年时间态度与学业拖延的关系：成就动机的中介作用

采用青少年时间态度量表、成就动机量表和学业拖延问卷,对 733名中学生进行调查,旨在探究时间态度与学业拖延的关系,揭示成就动机在时间态度与学业拖延之间的中介作用机制。结果发现（1）过去消极、现在消极和未来消极与学业拖延呈显著正相关,过去积极、现在积极和未来积极与学业拖延呈显著负相关。（2）过去消极、现在消极和未来消极与成就动机呈显著负相关,过去积极、现在积极和未来积极与成就动机呈显著正相关;成就动机与学业拖延呈显著负相关。（3）成就动机在现在消极与学业拖延之间起部分中介作用,在未来积极、未来消极与学业拖延之间起完全中介作用。     

Extending hierarchical achievement motivation models: The role of motivational needs for achievement goals and academic performance

In the current study, we investigated the role of three basic motivational needs (need for power, affiliation, achievement) as antecedents of goals within the 2 × 2 achievement goal framework, and examined their combined predictive validity with regard to academic performance in a sample of 120 university students. Structural equation modeling analysis largely supported our postulated model, linking motivational needs indirectly to course grades through goals. Achievement goals were formed by a combination of different motives: need for achievement was a positive predictor of all four achievement goals, and need for affiliation was negatively related to performance-approach and performance-avoidance goals. Additionally, need for power was a positive predictor of performance-avoidance goals. Performance-approach goals had a direct (positive) effect on performance outcomes. In sum, our results integrate basic motivational needs with the achievement goals literature and extend therefore hierarchical achievement motivation models, by showing how basic human motives of achievement, affiliation, and power are related to goal striving motivation and performance outcomes in an academic setting.     

先前学业成就与学习动机、策略的关系:学业情绪的中介作用

采用整群抽样法抽取高中生670名,分别用学业情绪问卷、学习动机问卷和学习策略问卷来探讨学业情绪在先前学业成就与学习动机、学习策略之间的中介作用。以学业情绪的控制-价值理论和认知-动机模型为基础,运用偏差矫正百分位的非参数Bootstrap法对学业情绪的中介作用进行检验,结果发现:积极学业情绪在先前学业成就与学习策略、学习动机间起完全中介效应;消极学业情绪在先前学业成就与学习策略、学习动机间起部分中介效应。     

Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance

With a view to understand the influence of culture on achievement motivation, the study aimed to test the hypothesized mediating role of individual‐oriented and social‐oriented achievement motives in linking value orientations (e.g. achievement, security, conformity, hedonism) to achievement goals (i.e. mastery‐approach, mastery‐avoidance, performance‐approach, and performance‐avoidance goals) as predictors of English and mathematics achievements. These hypothesized relationships were tested in the one‐path analytic model with a sample of Indonesian high‐school students (n = 356; 46% girls, M age = 16.20 years). The findings showed that security and conformity values positively predicted social‐oriented achievement motive; self‐direction values positively predicted individual‐oriented achievement motive; and hedonism values negatively predicted both achievement motive orientations. Both individual‐oriented and social‐oriented achievement motives positively predicted mastery‐approach and performance‐approach goals. Interestingly, social‐oriented achievement motive also positively predicted mastery‐avoidance and performance‐avoidance goals, which in turn, negatively predicted English and mathematic achievement. There was also some evidence for the direct effects of values on performance‐approach goals and achievement. Taken together, the findings evinced the relevance of achievement goal constructs to Indonesian students and the psychometric properties of the Indonesian version of the Achievement Goals Questionnaire for further use in Indonesia. The study concludes that the meanings of academic motivation and achievement should be seen from a sociocultural perspective relevant to the context in which they are being studied.     

大学生的成就动机和成功恐惧研究

运用成就动机问卷和投射测验研究了大学生的成就动机和成功恐惧。结果表明 ,大学生的成功恐惧有四种 ,分别与人际、家庭、学业和事业有关。由投射测验引起的成功恐惧有明显的性别差异和专业差异。成就动机、追求成功的动机与成功恐惧负相关显著 ,避免失败的动机与成功恐惧正相关显著。     

粗暴养育与青少年学业成绩:有调节的中介分析

以往研究表明消极的养育行为损害青少年学业成绩,但对两者之间的关系机制缺乏探究。本研究通过检验一个有调节的中介模型,考察了父母消极归因情境下努力控制在粗暴养育和青少年学业成绩之间的中介作用。880名初中生作为被试,填写粗暴养育问卷、努力控制分量表、儿童责任归因分量表,并以语文、数学和英语的成绩均值作为学业成绩的指标。结果显示：（1）控制性别、年龄、社会经济地位后,粗暴养育与学业成绩呈显著负相关;（2）努力控制是粗暴养育与学业成绩之间的中介变量;（3）粗暴养育通过努力控制对学业成绩的间接效应受父母消极归因的调节。因此,矫正父母消极的养育行为和归因模式,改善孩子的自控能力,有利于改善其学业成绩。     

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.     

A dutch adaptation of the child-rearing styles inventory and a validation of krohne's two-process model

Abstract A Questionnaire for the Parent-Child Interaction (VOKI) has been developed by adapting Krohne's German ESI for the Flemish high school population. The psychometric characteristics of the adaptation are satisfying. The ESI factor structure has been replicated and the VOKI scales are perfectly comparable to the original German scales. Further research on the VOKI and two questionnaires assessing achievement related concepts such as test anxiety, procrastination and achievement motivation yielded correlational patterns partly predicted from Krohne's Two-Process Model. The relations between parental child-rearing styles and competence and consequence expectancies are in line with this model, whereas test anxiety and procrastination seem more complexly determined.     

A model for achievement motives, goal orientations, intrinsic interest, and academic achievement

This study investigated the effects of approach and avoidance achievement motives (the motive to achieve success and the motive to avoid failure) on three goal orientations (mastery, performance-approach, performance-avoidance goals) and the effects of goal orientations on intrinsic interest in learning and academic achievement for 157 tenth and 135 eleventh grade students of a Japanese girls' high school. Structural equation modeling indicated that mastery goals arose mainly from the motive to achieve success; however, the positive relation between the motive to avoid failure and mastery goals was also found. Performance-approach goals were related both the motive to achieve success and the motive to avoid failure. Performance-avoidance goals arouse mainly from the motive to avoid failure; however, the positive relation between the motive to achieve success and these goals was found. Mastery goals positively correlated with intrinsic interest and academic achievement, and scores on both performance-approach goals and performance-avoidance goals had no significant effects on either intrinsic or academic achievement.     

“Socializing” Achievement Goal Theory: The Need for Social Goals

Cultures shape the types of goals that students pursue in the classroom. However, research in achievement goal theory seems to have neglected this cultural aspect with its exclusive focus on individualistically-based goals such as mastery and performance goals. This emphasis on mastery and performance goals may reflect Western individualist psychological thinking. Thus, social goals, which may be more salient in collectivist cultures, are relatively neglected. There is a dearth of studies investigating the role of social goals in academic motivation, and the few studies that did explore them are somewhat problematic. This paper reviews research done within the achievement goal theory, considers the need for more studies on social goals, and concludes with the argument that social goals are important in understanding student motivation especially in collectivist cultures.     

Social context,student's motivation,and academic achievement: Toward a process model

The purpose of the present research was to propose and test a motivational process model of academic achievement. The model posits that parental, teachers, and school administration support for students' autonomy positively influences students' perceived school competence and autonomy. In turn, perceived school competence and autonomy affect positively self-determined school motivation which in turn influences academic achievement. Two studies using a prospective design tested the adequacy of the model. In Study I, participants were 1,623 ninth-grade students. Results from structural equation modeling supported the motivational model. Participants in Study 2 were 1,098 tenth-grade students. Results from this study corroborated those of Study 1 controlling for students' prior achievement in the ninth grade. The role of self-determinod school motivation in academic achievement is discussed and avenues for future research are considered.     

A Study of the Relationship between Familial Factors and Academic Motivation and Achievement in High School Students

Educational psychologists, nowadays, are more concerned about the students who are motivated in learning and interested in achieving their academic goals. Academic motivation and achievement are considered as primary indicators of students’ learning process and outcomes. This study aimed to know the relationship between the most important familial factors (e.g., parental education, parental occupation, family type, monthly household income, sibling’s achievement) with students’ academic motivation and achievement. One hundred and eighty high school students, age ranging from 13 to 16 years (M = 14.20, SD = .960), at eighth through tenth grade, were selected from six high schools through purposive sampling method, from Chittagong, Bangladesh. A Bangla version of ‘Academic Motivation Questionnaire’ (Fatematuzzohra et al., 2010), originally developed by Vallerand et al. (Can J Behav Sci 21(3):323–349, 1989. https://doi.org/10.1037/h0079855), was used to pursue the study. The result showed that all of the familial factors except the family type had significant effects on both students’ academic motivation and achievement scores. A significant positive correlation was found between students’ academic achievement and academic motivation scores (r = .339, p < .01). All of the familial factors were significant in explaining students’ academic achievement as well as their academic motivation. These factors combinedly explained 57.5% of the variance in students’ academic achievement (R2 = .575, F(13, 166) = 17.281, p < .01) and explained 30.5% of the variance in students’ academic motivation (R2 = .305, F(13, 166) = 5.614, p < .01). Implications for understanding the relationship between familial factors and academic motivation and achievement are discussed.     

Motivational predictors of coping with academic examination

The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students' coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting.