The role of achievement goal orientations in students' perceptions of and preferences for classroom environment

Background . Recent research on achievement motivation has begun to examine the effects of environmental factors affecting students' motivational beliefs and goal tendencies. However, when interpreting and applying the results, individual factors underlying students' different perceptions of their learning environment are often ignored. An implicit assumption seems to be that regardless of their dispositional differences (e.g. motivational basis), students will experience and benefit from instructional practices in the same way. Aims . This paper highlights the importance of students' dispositional motivational factors when examining differences in their perceptions of and preferences for the learning environment. The study builds on a conception of student motivation that emphasizes the interaction of individual and contextual factors. Sample and method . Questionnaires served as self‐report tools and assessed students' achievement goal orientations, self‐esteem, causality beliefs, academic withdrawal and perceptions of and preferences for the learning environment. The sample consisted of 208 sixth grade elementary school students. Results . Based on latent class cluster analysis and one‐way analyses of variance, it was found that students' perceptions of and preferences for the learning environment vary depending on differences in students' motivational tendencies. Conclusions . Students' dispositional motivational characteristics should be taken into account both in theoretical considerations and in instructional interventions.     

效能信念、加工方式和困难应对策略——关于自我调节学习的特点及各成分间关系的探讨

自我调节学习是一个复杂的系统,效能信念、加工方式、应对策略分别反映着自我调节学习的动机、认知、行为侧面。本研究通过对效能信念、加工方式、应对策略三者进行相关分析,探讨了自我调节学习各成分之间的关系;同时,对于自我调节学习各成分与学业成绩之间的关系亦作了探讨。在这两部分研究结论的基础上,提出了自我调节学习的理想模式,并对被试群体自我调节学习的现有状况与这一理想模式进行了对照。     

Self-efficacy as a mediator of children's achievement motivation and in-class physical activity

The present study was designed to examine the mediating effect of self-efficacy on relations of middle school students' four achievement goals with their perceptions of two motivational climates and in-class physical activity in physical education. The four achievement goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), perceptions of the motivational climate (mastery- and performance-involving climates), and self-efficacy were measured in a sample of 194 students (93 boys, 101 girls) in a public school. Students' in-class physical activity was assessed using Actical Accelerometers. A series of multiple-regression analyses supported the mediating effect of self-efficacy on the relationships among students' mastery-approach goal, perceived mastery-involving climate, and physical activity.     

The influence of dispositional and situational tendencies on adolescent girls’ sport confidence sources

Objectives: To examine the influence of female athletes’ goal orientations and perceptions of motivational climate on sources of sport confidence. We hypothesized that task orientation and perceptions of mastery climate would be positively associated with adaptive or self-referenced sources of sport confidence. Ego orientation and perceptions of performance climate were expected to be positively associated with maladaptive or normative sources of confidence.Design: A field correlational study design was used to examine the relationships among goal orientations, motivational climate, and sport confidence sources, and to test both mediator and moderator effects of motivational climate on the relationship between goal orientations and sport confidence sources.Method: Participants were 180 competitive female volleyball players aged 12–18 years. Athletes completed three questionnaires assessing goal orientations, perceptions of motivational climate, and sources of sport confidence.Results: Task orientation and perceptions of mastery climate were positively associated with adaptive sources of sport confidence as well as social/environmental sources. Ego orientation was positively associated with maladaptive sources of confidence. Perceptions of mastery climate supported a mediational rather than a moderational role for motivational climate in predicting the social support and coach’s leadership sources of sport confidence.Conclusion: The significant mediating influence of a mastery climate established by the coach provides important implications for coaches who want to build self-confidence in adolescent female athletes.     

大学生认识论信念、自我调节学习与学业拖延的联系:有调节的中介模型

为探讨认识论信念、自我调节学习与学业拖延不同维度之间的作用机制及年级的调节作用，采用分层抽样，对山东省两所大学的1096名一至四年级大学生进行问卷测查。结果发现，自我调节学习在认识论信念与学业拖延程度之间起完全中介作用，在认识论信念与学业拖延问题/学业拖延降低期望之间起部分中介作用。较高的认识论信念有利于培养学生的自我调节学习能力，降低学业拖延程度，较少受学业拖延问题的困扰。并且随着年级的升高，认识论信念的积极作用倾向于降低。结论：年级因素在“认识论信念→自我调节学习→学业拖延”中的调节作用机制对于教学实践具有重要意义。     

初中生自我调节学习发展研究

研究基于自我调节学习理论,以初中生为被试,采用问卷调查的方法,构建了自我调节学习的发展模式,并以此为基础探讨了元认知、认知策略、自我效能感、动机情绪策略和资源管理策略等因素随年级发展变化的规律及作用。结果表明,年级不同其自我调节学习发展模式不同;低年级自我效能感、学习策略对成绩有直接作用,高年级自我效能感对成绩的作用必须以元认知和认知策略为中介,随年级增长元认知的直接作用越明显。     

Beyond Rape Myths: A More Complex View of Perceptions of Rape Victims

This research examined personal beliefs and perceptions of cultural stereotypes surrounding rape victims. Students (ages 18–21) at a primarily Caucasian University listed either their personal beliefs or their perceptions of cultural stereotypes surrounding rape victims and rated a specific rape victim either according to their personal beliefs or their perceptions of cultural stereotypes. Personal beliefs about rape victims tended to focus more on perceptions of victim reactions to the rape (e.g., depression, anxiety, etc.) rather than on rape myths (e.g., she asked for it, was promiscuous, etc.). Perceptions of cultural stereotypes, however, comprised rape myths rather than the victim's reactions to rape. We propose that perceptions of rape victims are more multifaceted than has previously been suggested.     

A Study of Rural Church Health Promotion Environments: Leaders’ and Members’ Perspectives

This study examined the beliefs of church leaders about health and associations between these beliefs and the church health promotion environment (CHPE). Perceptions of the CHPE by leaders and members of the same churches were also compared. Interviews were conducted with pastors (n = 40) and members (n = 96) of rural churches. They were Baptist (60%), and 57.5% were predominantly White, while 42.5% were Black. Leaders’ beliefs regarding talking about health topics in sermons were associated with the presence of health messages in the church. There was also a significant association between leaders’ beliefs about members’ receptivity to health messages and the presence of messages in the church. Leaders’ and members’ perceptions of the CHPE were discordant. While some leaders’ beliefs may be related to the CHPE, other factors may explain why programs and policies exist in some churches and not others.     

Perceptions of Youth Obesity among Physical Educators

The purposes of this study were to examine (a) antifat attitudes among physical education teachers, (b) performance and ability expectations for normal and overweight youth, and (c) perceptions of the problem of youth obesity and the role of schools and physical education. Participants, 105 physical educators, completed a demographic and background questionnaire, the Antifat Attitudes Scale (AFAS; Morrison & O’Connor), an expectations questionnaire, and Perceptions of Youth Obesity and Physical Education Questionnaire (Price, Desmond, & Ruppert). Participants endorsed moderate antifat attitudes and strong personal weight control beliefs. Participants reported higher expectations for youth they considered normal weight, versus overweight, across a variety of performance and ability areas. Participants overwhelmingly agreed that youth obesity is a concern and that schools are not doing enough to help overweight youth.     

A Systematic Review of the Literature Exploring Illness Perceptions in Mental Health Utilising the Self-Regulation Model

Psychologists have utilised a range of social cognition models to understand variation in physical health and illness-related behaviours. The most widely studied model of illness perceptions has been the Self-Regulation Model (SRM, Leventhal, Nerenz, & Steele, 1984). The illness perceptions questionnaire (IPQ) and its revised version (IPQ-R) have been utilised to explore illness beliefs in physical health. This review examined 13 quantitative studies, which used the IPQ and IPQ-R in mental health in their exploration of illness perceptions in psychosis, bipolar disorder, eating disorders, depression and adolescents experiencing mood disorders. Across these studies the SRM illness dimensions were largely supported. Mental illnesses were commonly viewed as cyclical and chronic, with serious negative consequences. Perceptions regarding chronicity, controllability and negative consequences were associated with coping and help seeking, while engagement with services and help seeking were also related to illness coherence beliefs. Treatment adherence was linked to beliefs that treatment could control one’s illness. Whilst a major limitation of the reviewed studies was the use of cross-sectional designs, overall the applicability of the SRM to mental health was supported. The IPQ and IPQ-R were shown to be valuable measures of illness perceptions in mental health, offering implications for clinical practice.     

Motivational–cognitive profiles of learners: Cluster movement

The present study was designed to identify the motivational–cognitive profiles of students in Singapore secondary schools using cluster movement. Five distinct motivated strategies for learning (MSL) profiles based on a sample of 304 students were revealed: those with low levels of motivational beliefs and cognition but high anxiety (Poor MSL); high motivational beliefs and cognition but low anxiety (Good MSL); moderate high motivational beliefs, cognition and anxiety (Average MSL); high motivational beliefs, cognition and anxiety (High MSL); and low motivational beliefs, cognition and anxiety (Low MSL). Findings of this study also showed cluster movement across two time points, revealing the shifts in cluster membership in terms of motivational–cognitive profiles over time. Students in Good MSL demonstrated the most adaptive learning profile and achieved the highest grades than other clusters. Our findings contributed to practical underpinnings of educational research as well as provided meaningful insights to both researchers and practitioners.     

Gender differences in motivational pathways to college for middle class African American youths

Using a sample of predominantly middle-class African American adolescents and parents (N = 424), the authors tested a path model linking parental expectations for children's future educational attainment, youths' motivation during Grade 11, and youths' subsequent on-time postsecondary educational progress. Parents' expectations were positively related to adolescents' educational attainment aspirations, attainment expectations, utility values (i.e., beliefs about the usefulness of education), and perceptions of racial barriers to upward mobility. Relationships between parents' expectations and youths' aspirations and expectations were mediated by youths' perceptions of parents' expectations. For boys, but not girls, Grade 11 educational expectations and utility values each uniquely predicted college attendance 1 year after high school graduation. In addition, boys' perceptions of racial barriers were negatively related to subsequent postsecondary progress through their influence on values. Findings underscore the importance of academic achievement motivation as a developmental resource for African American boys and suggest that boys are especially likely to benefit from interventions promoting positive motivational beliefs.     

An empirical investigation into carpooling behaviour for sustainability

Carpooling is a sustainable, economical, and environmental friendly solution that can significantly reduce air pollution and traffic congestion in urban areas. In spite of its numerous benefits, commuters are still skeptic about adopting it as a routine choice for transportation. This study attempts to map commuters’ attitude towards carpooling services. The study has focused on a few motivational constructs that can have an influence on commuters’ behavior. The study has looked at the role of cognitive complexity and empowerment perceptions of commuters to check if these constructs significantly intervene in the behavioral outcomes. The methodology used is a scenario-based 2 × 2 survey design where the sample is an individual who has experience with carpooling. The survey has used two levels (high, low) each of cognitive complexity and psychological empowerment to give rise to four scenarios. The final sample consisted of 400 carpoolers selected from an IT park having more than 5000 employees. MANOVA analysis showed that cognitive complexity and psychological empowerment had significant influence on the motivational constructs used in the study. Value beliefs, safety and platform quality perceptions were found to have a direct impact on attitude formation and intention to engage in carpooling behavior. The findings offer many implications for managers in the sense that that they can focus on creating suitable communication that creates favorable perceptions towards carpooling to bring about better adoption intentions.     

Influence of perceived and preferred coach feedback on youth athletes' perceptions of team motivational climate

ObjectivesThis study examined youth ice hockey players' perceptions of individual feedback received from their coach, and the agreement and discrepancies between preferred and perceived coach feedback patterns, on athletes' perceptions of team motivational climate. The following research questions were answered: How does agreement in perceived and preferred coach feedback relate to task- and ego-involving motivational climate? How does the degree of discrepancy between perceived and preferred coach feedback relate to motivational climate? How does the direction of the discrepancy between perceived and preferred coach feedback relate to motivational climate?DesignThis study used non-probability based sampling within a cross-sectional (survey) design.MethodAthletes (n = 70) completed a self-report survey comprised of measures of coaching feedback and motivational climate. The data were examined using polynomial regression and response surface analysis.ResultsLinear associations were observed between coaching feedback and motivational climate, and unique associations between the perceived and preferred coach feedback discrepancies were distinctly related to increased perceptions of both task- and ego-involved motivational climates.ConclusionsThe type of feedback, purpose of the feedback, and agreement or discrepancy in perceptions and preferences for different feedback styles are important to understanding task- and ego-involved motivational climate in youth sport. Coaching programs should assist coaches in learning their athletes' preferences for positive and negative feedback in sport and matching these preferences with their individual feedback styles.     

Cognitive adaptation and mental health: A motivational analysis

The present study tested a motivational model where the beneficial impact that processes of cognitive adaptation have on mental health takes place through self‐determined motivation. The model proposes that the components of cognitive adaptation theory (positive self‐perceptions, perceptions of control, and optimism) foster a self‐determined motivation. In turn, self‐determined motivation predicts positive indices of mental health. In addition, the model posits that the beneficial role of cognitive adaptation on mental health is mediated by motivational processes. The model was tested using a 1‐year prospective design with a random sample from the general population. Results from structural equation modelling analysis provided empirical support for the proposed model. Results are discussed with regards to Taylor's ( 1983 ) cognitive adaptation theory, self‐determination theory (Deci & Ryan, 1991 ), and the Hierarchical Model of Intrinsic and Extrinsic Motivation (Vallerand, 1997 ). Copyright © 2004 John Wiley & Sons, Ltd.     

The social context as a determinant of teacher motivational strategies in physical education

ObjectivesThe purpose of the study was to provide an in-depth analysis of how the Physical Education (PE) teaching context influences teachers' motivational strategies towards students.DesignQualitative semi-structured interviewsMethodsUsing Self-determination theory (Deci, E. L., & Ryan, R. M. (2000). Psychological Enquiry, 11, 227-268) as a guiding framework, semi-structured interviews of 22 PE teachers were examined using categorical content analysis.ResultsThe teachers perceived that an emphasis on student assessment and the time constraints associated with PE lessons often compelled them to use teaching strategies which conflicted with their beliefs about the most appropriate ways to motivate students. The teachers' own performance evaluations and pressure to conform to other teachers' methods also influenced the teachers' motivational strategies, but these influences were often congruent with their teaching beliefs. Additionally, the teachers discussed how perceived cultural norms associated with the teacher-student relationship impacted upon their chosen motivational strategies. These cultural norms were reported by different teachers as either in line, or in conflict with their teaching beliefs. Finally, the influence of the teachers' perceptions of their students helped produce strategies that were congruent with their beliefs, but often different to empirically suggested strategies.ConclusionsIt is important that teacher beliefs are targeted in education programs and that the teaching context aid in facilitating adaptive motivational strategies.     

Initial validation of the coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C)

This article employs Duda's (2013) hierarchical conceptualization of the coach-created motivational climate to inform the validation of a questionnaire (Empowering and Disempowering Motivational Climate Questionnaire-Coach; EDMCQ-C) that assesses junior athletes' perceptions of the social environmental dimensions proposed by achievement goal theory and self-determination theory. Confirmatory factor analyses (CFA) were initially employed to reduce the number of items required to measure the targeted climate dimensions. A series of competing models were then tested to determine the best representation of the questionnaire's factor structure. The findings revealed that exploratory structural equation modelling (ESEM) provided a better fit of the data to the hypothesised model than CFA solutions. Specifically, the bi-factor ESEM provided the best fit, although parameter estimates suggest that none of the ESEM solutions replicated the underlying theoretical model of the motivational climate proposed by Duda (2013). The evidence from this study suggests that the EDMCQ-C is a promising, parsimonious questionnaire to assess empowering and disempowering facets of the motivational climate albeit the development of the questionnaire remains a work in progress.     

Self-Determination,Perception of Peer Pressure,and Drinking Among College Students1

Based on self-determination theory (Deci & Ryan, 1985b), the present research tested a model that incorporated motivational orientation, extrinsic reasons for drinking, and perceptions of peer pressure as predictors of drinking among college students. In a sample of undergraduates, support was found for a path model in which global motivation predicted extrinsic reasons for drinking, which predicted perceptions of peer pressure, which in turn predicted alcohol consumption. In addition, the relation between peer pressure and drinking was stronger for those who were oriented toward feeling controlled. Support was found for a similar model in a sample of fraternity students. Results support previous research on self-determination and health.     

Charting the Eccles' expectancy-value model from mothers' beliefs in childhood to youths' activities in adolescence

The Eccles' expectancy-value model posits that a cascade of mechanisms explain associations between parents' beliefs and youths' achievement-related behaviors. Specifically, parents' beliefs predict parents' behaviors; in turn, parents' behaviors predict youths' motivational beliefs, and youths' motivational beliefs predict their behaviors. This investigation focused on testing this model with mothers in sports, music, math, and reading over a 12-year period. Data were drawn from mother, youth, and teacher questionnaires collected as part of Childhood and Beyond Study (92% European American; N = 723). Mothers' beliefs in sports, music, and math positively predicted their behaviors in these areas 1 year later, which predicted youths' self-concepts of ability and values (i.e., their motivational beliefs) in these domains 1 year later. Adolescents' motivational beliefs predicted time spent in organized sport activities, playing music, and reading after school measured 4 years later as well as the number of math courses taken in high school. Furthermore, except in reading, mothers' behaviors mediated the relations between mothers' and youths' beliefs, and youths' beliefs mediated the relations between mothers' behaviors and youths' behaviors. Although there were mean-level differences in several indicators based on child gender, in most cases the relations among these indicators did not significantly vary by child gender. This study highlights the processes by which mothers' beliefs during their children's childhood can predict children's activities in adolescence.     

中学生自我调节学习与心理健康：学业控制感和人际关系的作用

研究旨在探讨自我调节学习对心理健康的作用机制,以558名中学生为被试,采用问卷调查的方法,构建了学业控制感在自我调节学习和心理健康之间的中介以及人际关系的调节模型。结果表明：（1）在控制性别、年级后,自我调节学习能有效预测学生的心理健康,学业控制感在自我调节学习和心理健康之间起部分中介作用;（2）人际关系在自我调节学习和心理健康之间具有调节作用,具体表现为对于低自我调节学习个体,高人际关系对心理健康的积极影响显著高于低人际关系,而对于高自我调节学习个体而言,高低人际关系对心理健康的影响不显著。