Validation of a Chinese achievement goal orientation questionnaire

Background . The mixed findings of previous studies on the nature and effects of performance goals have led to a call for re‐examination of the dichotomous framework of achievement goal orientation theory. While the call for a revised achievement goal orientation theory has received considerable discussion in Western studies, it is not clear whether the revised theory can also be applied in other ethnic and cultural contexts. Aims . Our aim was to validate the Chinese version of Elliot and Church's (1007) Goal Orientation Questionnaire and to initially test the revised goal orientation theory in the context of Chinese students in Hong Kong. Sample . A total of 270 Chinese students (137 boys and 133 girls) from a primary and secondary school in Hong Kong participated in Study 1. Study 2 involved a total of 9,440 students (5,420 boys and 4,020 girls) from 10 primary and 18 secondary schools in Hong Kong. Method . Participants in Study 1 completed a Chinese Goal Orientation Questionnaire (CGOQ) measuring three types of goal orientation. Exploratory factor analysis, item–total correlation, and reliability analyses were undertaken to assess the psychometric quality of the CGOQ. In Study 2, confirmatory factor analysis was used to provide further validation for the revised questionnaire. The relationships among different goal orientations and that with students' perceived classroom environment and self‐efficacy were also explored using structural equation modelling. Results . Findings of exploratory factor analysis in Study 1 and confirmatory factor analysis in Study 2 supported the proposed factor structure of the CGOQ. All the subscales in the questionnaire also showed good internal consistency reliabilities. The construct validity of the CGOQ was supported by its significant relationship with criterion measures. While most of the relationships between the three types of goal orientation and the learning‐related variables measured in our study were consistent with the revised goal orientation theory, the positive relationships between performance‐avoidance goals, mastery goals, and perceived classroom environment were different from previous studies. Conclusion . Our findings generally supported the trichotomous framework of the revised goal orientation theory with Chinese students in Hong Kong. Consistent with the revised goal orientation theory, our findings indicated that both mastery and performance‐approach goals had positive impacts on students' learning. However, the positive relationships between performance‐avoidance goals, mastery goals, and perceived classroom environment were contradictory to the conceptualization of performance‐avoidance goals in the revised theory. Cultural and social factors affecting Hong Kong students' goal orientations are discussed.     

Task‐ and self‐related pathways to deep learning: The mediating role of achievement goals,classroom attentiveness,and group participation

Background The expectancy‐value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved. Aims The aims of this research were to: (a) investigate the role of task‐ and self‐related beliefs (task value and self‐efficacy) as well as achievement goals in predicting deep learning in mathematics and (b) examine how classroom attentiveness and group participation mediated the relations between achievement goals and deep learning. Sample The sample comprised 1,476 Grade‐9 students from 39 schools in Singapore. Methods Students' self‐efficacy, task value, achievement goals, classroom attentiveness, group participation, and deep learning in mathematics were assessed by a self‐reported questionnaire administered on‐line. Structural equation modelling was performed to test the hypothesized model linking these variables. Results and conclusions Task value was predictive of task‐related achievement goals whereas self‐efficacy was predictive of task‐approach, performance‐approach, and performance‐avoidance goals. Achievement goals were found to fully mediate the relations between task value and self‐efficacy on the one hand, and classroom attentiveness, group participation, and deep learning on the other. Classroom attentiveness and group participation partially mediated the relations between achievement goal adoption and deep learning. The findings suggest that (a) task‐ and self‐related pathways are two possible routes through which students could be motivated to learn and (b) like task‐approach goals, performance‐approach goals could lead to adaptive processes and outcomes.     

Perfectionistic Concerns,Social Negativity,and Subjective Well‐Being: A Test of the Social Disconnection Model

Partner‐specific perfectionistic concerns (PC) include concern over mistakes, self‐criticism, and socially prescribed perfectionism as it pertains to one's partner. The social disconnection model proposes that PC influences well‐being indirectly through interpersonal problems. Thus, we hypothesized that social negativity (expressed anger, hostility, and rejection) would mediate the relationship between dyadic PC and subjective well‐being. Data from 203 romantic dyads (92.1% heterosexual) were collected using self‐report surveys and a four‐wave, 4‐week longitudinal design. Participants were predominantly female (53.1%), young (M = 22.69 years), and Caucasian (82.3%). Data were analyzed using an actor‐partner interdependence model with multilevel structural equation modeling. There were significant actor effects at the between‐subjects and within‐subjects levels, and significant partner effects for the relationship between PC and social negativity at the within‐subject level. Social negativity mediated the relationships between PC and both negative affect and life satisfaction. However, positive affect was more weakly related to PC and social negativity. The social disconnection model was supported. PC was positively associated with one's own social negativity and evoked hostile behaviors from one's partner. Hostile, rejecting behaviors reduced the well‐being of the actor, but not the partner. Results suggest perfectionism may be best understood within an interpersonal context.     

Awareness Versus Un-Clinging: Which Matters in Mindfulness?

Awareness and un-clinging have been emphasised in Buddhist discourse as important facets of mindfulness practice for over 2500 years. However, there is a lack of rigorous research examining the relationship between these two elements and their importance to well-being. To evaluate these abstract constructs, the current study adopted multiple assessment modalities; namely, a self-report scale, experience sampling (assessing ‘momentary mindfulness’), and semi-structured interviews (assessing ‘rater-rated mindfulness’). A total of 415 participants completed the questionnaire survey. Among them, 71 participants further took part in the experience sampling procedure and semi-structured interviews. The findings reveal that self-reported awareness was mildly correlated with momentary mindfulness (r = .35) but was not significantly correlated with rater-rated mindfulness. Self-reported un-clinging was moderately correlated with rater-rated mindfulness (r = .53) but was not significantly correlated with momentary mindfulness. Un-clinging, but not awareness, can distinguish meditators from non-meditators. Lastly, based on the Buddha’s mindfulness discourse, a path analysis model illustrates that the effects of un-clinging and awareness on stress reduction are mediated by emotional intelligence and non-attachment. Practical implications and future research designs are discussed.     

Policy Frames, Metaphorical Reasoning, and Support for Public Policies

This article evaluates the predictive value of a new theory for understanding public support for alternative solutions to policy problems, which we call policy metaphors. A policy metaphor represents a particular form of cognitive framing that makes use of commonly understood social institutions and judgments about their effectiveness to form "archetypes" against which proposed solutions to new policy problems are compared. We test the extent to which both understanding of and preference for particular policy frames predicts the nature and strength of policy choices by a representative sample of the American public. After controlling for factors that past research has shown to be important in understanding public opinion, including general partisan and ideological attitudes, self-interest, political values, and emotions, the cognitive frames specified by the general theory of policy metaphors are shown to strongly predict public support for hypothetical solutions to three different policy problems. These frames also predict support for President Clinton's 1993–94 health care reforms after controlling for those same conventional predictors. Most importantly, we demonstrate that these cognitive frames help constrain the beliefs of even the least politically aware members of the general public. Discussion centers on the implications of this new approach for understanding public opinion.     

Do self-report measures of social anxiety reflect cultural bias or real difficulties for Asian American college students?

Construal of the self as independent or interdependent in relation to others has been found to correlate significantly with social anxiety symptom ratings, raising concerns about possible cultural bias in these measures for Asian Americans. To investigate the validity of self-reported social anxiety symptoms, we examined the role of ethnicity in the associations among social anxiety, self-construal, and adaptive social functioning in a sample of 229 Asian- and European American college students. Results revealed that ethnicity moderated the relationship between self-construal and social anxiety such that interdependent self-construal was associated with higher social anxiety only for first generation Asian Americans. However, there were no significant ethnic differences in the associations between social anxiety self-reports and several measures of social functioning.     

Measuring and reducing college students' procrastination

We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing previous study material, studying was more evenly distributed. Overall, the mean gain in percentage correct scores on weekly in-class quizzes relative to pretests was greater during contingent access than during noncontingent access conditions.     

Random number generation deficit in early schizophrenia

Random number generation with a written response mode provides a potentially appealing marker for executive processes. Impaired performance on written random number generation tasks has been reported in chronic schizophrenic patients. However, no study has investigated whether such a deficit occurs in early schizophrenia and whether its profile and severity are similar to those in patients with chronic illness. This study investigated the ability to generate random numbers in patients with early schizophrenia (n = 44) and a healthy control group (n = 48). Patients were less able to maintain several production strategies and generated more stereotyped response sequences, whereas their abilities to identify randomness with an even-handed treatment of digits and to monitor the equality of occurrence of single digits appeared to remain intact. These results provide evidence that some aspects of the deficits in random number generation among chronic schizophrenic patients are also present at early psychotic episode, while some other aspects are relatively less affected in the early years.     

The influence of aging on preferences for sequences of mixed affective events

Research on preferences among sequences of mixed affective events has mostly used young adults as participants. Given differences due to aging in people's ability to regulate emotion, one could expect differences due to aging in preferences for different sequences. Study 1 demonstrated age‐related differences in how older adults (age 65 and older) versus young adults (age 18–25) choose to order mixed affective events that will occur over time. The tendency to choose sequences in which the final event is positive was greater among older adults versus young adults. And, more so than young adults, older adults preferred that the positive and negative events in a sequence be separated in time by a neutral event. Studies 2–3 investigated age‐related differences in overall retrospective evaluations of presented sequences of mixed affective events. In contrast to young adults, older adults' retrospective evaluations were not affected by: (1) whether the final trend of the sequence improved monotonically; (2) whether the last event in the sequence was positive; or (3) the temporal proximity of positive and negative events in the sequence. Results of Study 3 suggest that these age‐related differences are due to differences in older (vs. young) adults' ability to regulate emotion. Copyright © 2010 John Wiley & Sons, Ltd.