Mathematics anxiety and coping strategies among middle school students: relations with students’ achievement goal orientations and level of performance

The purpose of this study was to explore relations between students’ prior grades in mathematics, achievement goal orientations in math classes, math anxiety, and students coping strategies in math classes. Three achievement goal orientations (mastery goals, performance-approach goals, and performance-avoidance goals) and two coping strategies (problem-focused and self-protective strategies) were explored. Participants in the study were 939 middle school students. The study was designed as a cross-sectional survey. Data were analyzed by means of zero order correlations and structural equation modeling. The correlations between the three goal perspectives and between the two coping strategies were low. A mastery goal perspective strongly predicted the use of adaptive problem-focused coping strategies whereas this perspective predicted lower levels of math anxiety and less use of maladaptive self-protective coping strategies. A performance-avoidance goal perspective predicted higher math anxiety and more use of self-protective coping strategies. Performance-approach goals were not significantly related to math anxiety or to selfprotective coping strategies. However, they were weakly and negatively associated with problem-focused coping strategies. Prior math grades were positively associated with mastery goals and performance-approach goals and negatively associated with performance-avoidance goals and math anxiety. No direct associations were found between grades and the coping strategies. The associations were indirect, mediated through mastery goals, performance-avoidance goals, and math anxiety.     

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.     

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。     

初中生社会比较在成就目标与学业自我效能感之间的中介效应

采用成就目标定向、社会比较和学业自我效能感三个量表,以724名初中生为被试,对社会比较在成就目标与学业自我效能感之间的中介作用进行了考察。结果表明：（1）除对学习能力自我效能感产生直接影响外,掌握接近目标会通过上行比较、成绩接近目标会通过上行/下行比较间接地影响学习能力自我效能感;（2）掌握接近目标、成绩接近目标和成绩回避目标不仅会对学习行为自我效能感产生直接影响,还会通过下行比较对其产生间接影响。说明成就目标可以通过直接和间接两种不同的方式影响学业自我效能感。     

Social agents,achievement goals,satisfaction and academic achievement in youth sport

ObjectivesThis study examined the contribution of motivational climate created by mothers, coaches, and best friends in the explanation of variance of athletes’ achievement goals, sport satisfaction and academic performance.DesignCross-sectional; participants completed self-reports assessing achievement goals in sport, perceptions of goals that are endorsed by mother, coach and best friend, satisfaction in sport and academic achievement.MethodsParticipants were 863 current Greek athletes (488 males, 372 females, 3 did not provide gender) aged 14.5±.60 (n=420) and 11.5±.60 (n=443).ResultsFactor, reliability and correlation analyses supported the psychometric properties of the instruments. All socialization agents had unique contribution to the explained variance of athletes’ achievement goals in sport. Mastery goals and perceptions corresponded positively to satisfaction in sport and they had low positive relationship with academic performance. Perceptions of performance approach goals endorsed by significant others had low negative relationship with academic performance and they were unrelated to sport satisfaction.ConclusionsMastery oriented climates should be established in sport, family, and peer contexts because all social contexts seem responsible for the formation of athletes’ achievement goals, emotions, and behaviours.     

情绪创造性的影响因素及其与应对方式的关系

探讨情绪创造性的影响因素以及情绪创造性与应对方式的关系及其途径。研究1对150名高中生施测父母教养觉知量表、简式人格问卷、情绪创造性问卷;研究2对152名高中生施测情绪创造性问卷、成就动机量表、应对方式问卷。结果表明,大五人格和父母教养方式均可显著预测情绪创造性;情绪创造性通过成就动机间接影响应对方式,其中有效性通过追求成功动机而促进问题中心应对,准备性通过避免失败动机而促进情绪中心应对。     

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。     

A mediation analysis of achievement motives,goals, learning strategies,and academic achievement

Background. Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. Aims. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Sample. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Methods. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Results. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance‐approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance‐avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. Conclusions. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.     

Coping with examinations: Exploring relationships between students' coping strategies,implicit theories of ability,and perceived control

Background Relatively little is known about the contribution of students' beliefs regarding the nature of academic ability (i.e. their implicit theories) on strategies used to deal with examinations. Aims This study applied Dweck's socio‐cognitive model of achievement motivation to better understand how students cope with examinations. It was expected that students' implicit theories of academic ability would be related to their use of particular coping strategies to deal with exam‐related stress. Additionally, it was predicted that perceived control over exams acts as a mediator between implicit theories of ability and coping. Sample Four hundred and ten undergraduate students (263 males, 147 females), aged from 17 to 26 years old (M = 19.73, SD = 1.46) were volunteers for the present study. Methods Students completed measures of coping, implicit theories of academic ability, and perception of control over academic examinations during regular classes in the first term of the university year. Results Multiple regression analyses revealed that incremental beliefs of ability significantly and positively predicted active coping, planning, venting of emotions, seeking social support for emotional and instrumental reasons, whereas entity beliefs positively predicted behavioural disengagement and negatively predicted active coping and acceptance. In addition, analyses revealed that entity beliefs of ability were related to coping strategies through students' perception of control over academic examinations. Conclusions These results confirm that exam‐related coping varies as a function of students' beliefs about the nature of academic ability and their perceptions of control when approaching examinations.     

The Change in Middle School Students’ Achievement Goals in Mathematics Over Time

Through the use of longitudinal survey data the change of achievement goal orientations was tested in a sample of middle school students in mathematics as they moved from sixth to seventh grade. Achievement goals include task goals and performance goals, with the partitioning of performance goals into approach and avoidance components. Results indicate that all goal orientations were moderately stable over time. Task goals in sixth grade positively predicted academic efficacy in seventh grade. Performance-approach goals in sixth grade positively predicted performance-avoid goals in seventh grade. Multiple regression and multi-sample analyses revealed that the path from performance-approach goals to performance-avoid goals was significant only among students reporting high academic efficacy before the transition. The results suggest that individuals who feel efficacious in math while endorsing a performance-approach goal orientation may be particularly vulnerable to adopting maladaptive performance-avoid goals over time and with change in circumstances.     

大学生自我价值感的领域权变性与应对方式

对124名大学本科生进行了问卷调查,结果表明:(1)总的来说,大学生的自我价值感更多地权变于道德原则,在应对方式的使用频度上依次是解决问题、求助、幻想、合理化、退避、自责。在人际接纳权变性以及解决问题和退避应对方式上存在显著的性别差异;(2)在控制了自我价值感的情况下,多元线性回归分析表明,人际接纳权变性能够负向预测解决问题,正向预测求助、自责、退避、幻想;而个人目标权变性能负向预测解决问题、求助,正向预测自责;道德原则权变性正向预测解决问题。     

The social-cognitive model of achievement motivation in physical education

Our objective in this study was to test the new social-cognitive model of achievement motivation in a physical education setting. Research was conducted on a sample of 895 physical education students, ages 12 to 16 years. We measured perception of the motivational climate conveyed by the teacher, implicit beliefs of ability, perceived competence, 2 x 2 achievement goals and self-determined motivation. We carried out structural equation modeling to analyse the relationships among variables. Results showed that task climate positively predicted incremental belief, whereas ego climate positively predicted entity belief. Both climates positively predicted perceived competence. Incremental belief positively predicted mastery-approach goals, performance-approach goals and avoidance goals, whereas entity belief positively predicted performance-approach goals and avoidance goals. Perceived competence positively predicted mastery-approach and performance-approach goals. Mastery-approach goal positively predicted self-determined motivation, whereas performance-approach goal and avoidance goals negatively predicted self-determined motivation.     

Temperament,coping, and involuntary stress responses in preadolescent children: the moderating role of achievement goal orientation

Background and objectives: Developmental theorists posit that temperament contributes to preadolescent’s stress response styles. Findings from empirical studies, however, have yielded mixed results, thus indicating a need to consider moderators of this relation. Utilizing an analytic framework guided by resiliency theory [Zimmerman, M. A. (2013). Resiliency theory: A strengths-based approach to research and practice for adolescent health. Health Education &; Behavior, 40, 381–383], this study examined achievement goal orientation as a moderator of the relation between temperament and stress response styles.

Methods: 96 preadolescent–parent dyads (M_age?=?10.30 years, range?=?9–12 years) participated in the study. Preadolescents reported on their achievement goal orientation, coping and involuntary stress responses (ISRs) styles and a parent reported on children’s temperament.

Results: Multiple regressions revealed that effortful control positively predicted preadolescent’s predominant use of engagement coping and negatively predicted predominance of ISRs, but only for children with a predominant mastery goal orientation. For preadolescents with a predominant performance goal orientation, effortful control negatively predicted the predominant use of engagement coping and positively predicted predominance of ISRs. Negative affectivity and its interaction with goal orientation did not predict coping or ISR styles.

Conclusions: Findings suggest that a predominant mastery goal orientation may function as a promotive factor by enhancing the contribution of effortful control to engagement coping styles and buffering against unmanaged reactivity.     

To master or perform? Exploring relations between achievement goals and conceptual change learning

Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think‐aloud protocol. Sample and Method. Seventy‐three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think‐aloud protocols while reading Newtonian physics texts. Results. A mastery‐approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance‐approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance‐avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery‐approach goals and conceptual change. Conclusions. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change.     

小学高年级儿童的学业成绩、亲社会行为与同伴接纳、拒斥的关系

本研究以小学高年级402名学生为研究对象,探讨了儿童的学业成绩、亲社会行为与同伴接纳、同伴拒斥之间的关系。结果发现:(1)不同学业成绩组儿童的亲社会行为存在显著差异,学习优秀儿童的亲社会行为水平最高,学习中等儿童居中,学习困难儿童的亲社会行为水平最低。(2)多元线性回归分析表明,儿童的亲社会行为能显著地正向预测其同伴接纳、负向预测其同伴拒斥;但学业成绩只能显著地正向预测同伴接纳,而对同伴拒斥无显著的预测作用。(3)亲社会行为对男、女生的同伴接纳的预测作用大于学业成绩的预测作用。     

Personality and approaches to learning as predictors of academic achievement

The relationship between personality, approaches to learning, and academic achievement was investigated. Two different undergraduate student samples, totalling 310 students, participated in the study. Results showed the expected significant correlations between the personality factors of openness, neuroticism, and conscientiousness, on the one hand, and deep, surface, and strategic approaches to learning, on the other. A significant negative correlation between surface approach and achievement was observed in sample 1. In sample 2, achievement was positively correlated with neuroticism, openness, and deep approach, and negatively correlated with agreeableness. Path analysis showed that each approach to learning was predicted by multiple personality traits, and that academic achievement was predicted by approaches to learning. A separate analysis showed that the relationship between openness and achievement was mediated by a deep approach to learning. Copyright © 2002 John Wiley & Sons, Ltd.     

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。     

Regulation of emotion and behavior among 3- and 5-year-olds

In this cross-sectional study, the authors examined the relationship between emotion and behavior regulation in 3- and 5-year olds. Eighty-seven children performed a compliance sorting task. The authors manipulated the demand for emotion regulation by presenting and then hiding toys (low) or making toys visible (high). Mothers and teachers rated children's coping responses. Five-year-olds sorted less in the high condition than in the low condition, and 3-year-olds spent equal time sorting in both conditions. Compliance was positively correlated with problem-focused coping and negatively correlated with emotion-focused coping. Correlations between emotion and behavior regulation were stronger for the 5-year-olds. Age groups were differently affected by the higher demands of emotion regulation, indicating that the child's resources for regulation interact with the task demands to determine behavioral outcome.     

A novel approach to assessing achievement goals in the context of the 2 x 2 framework: identifying distinct profiles of individuals with different dominant achievement goals

In two studies, individuals' dominant achievement goals were assessed using a new, simple, and conceptually precise measure based on Elliot and McGregor's (2001) 2 x 2 framework. Next, the four groups were compared in terms of achievement-relevant variables, including need for achievement, perfectionism, perceived competence, interest, and graded performance. As expected, a very high percentage (approximately 85%) of people indicated they had a dominant achievement goal. Furthermore, the results suggest that individuals with different dominant achievement goals have clear, distinct profiles that can be characterized as positively valenced (mastery-approach), both positively and negatively valenced (performance-approach), negatively valenced (performance-avoidance), or neither positively nor negatively valenced (mastery-avoidance).