Achievement goals and autonomy: How person−context interactions predict effective functioning and well-being during a career transition.

2014 ◽  
Vol 19 (1) ◽  
pp. 18-31 ◽  
Author(s):  
Heike Heidemeier ◽  
Bettina S. Wiese
Keyword(s):  
Achievement Goals ◽  
Career Transition ◽  
Well Being ◽  
Effective Functioning

scholarly journals Performance-approach goals: the operationalization makes the difference

2020 ◽  
Author(s):  
Linda Wirthwein ◽  
Ricarda Steinmayr
Keyword(s):  
Achievement Goals ◽  
Mother Tongue ◽  
Well Being ◽  
Self Concept ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
School Grades ◽  
Confirmatory Factor ◽  
The Difference ◽  
Approach Goals

AbstractThe operationalization of performance-approach goals (PAGs) was found to be an important moderator of the associations between different PAGs and several educational outcomes. To explore this aspect in more detail, we conducted two studies with school students (N1 = 425, mean age = 16.6 years, SD = 0.61; N2 = 310, mean age = 14.91, SD = 1.72). In study 1, we mainly focused on the associations between achievement goals and school grades. In study 2, we additionally assessed several motivational variables (academic self-concept, school values), as well as test anxiety and school well-being. All variables were assessed for school in general, mathematics, and German (mother tongue). The results of confirmatory factor analyses replicated and extended the finding on the different facets of PAGs. Besides a normative-based PAG component (the aim is to perform better than others) and an appearance-based PAG component (the aim is to demonstrate one’s ability), an additional proving PAG component (the aim is to demonstrate one’s ability toward significant others) was found. Contrary to earlier findings, both normative and appearance-based PAGs were positively correlated with school grades, whereas the proving component showed smaller associations. Moreover, differential associations with self-concept, school values, and school well-being emerged regarding the different facets of PAGs. The results are discussed with regard to the operationalization of PAGs.

scholarly journals Equipping lay facilitators to support emotionally wounded children in Africa by means of healing communities

2014 ◽  
Vol 48 (1) ◽  
Author(s):  
Dirk Coetsee ◽  
Jan Grobbelaar
Keyword(s):  
Pastoral Care ◽  
Well Being ◽  
Healthy Development ◽  
Effective Functioning ◽  
Emotional Suffering ◽  
Lay People ◽  
Educational Ministry ◽  
The Church

Many children in Africa are emotionally wounded by circumstances and experiences not supporting their overall well-being and healthy development, and are in need of effective support. It seems that the church’s educational ministry and pastoral care based on individualistic pastoral practices do not address this need effectively. Beginning with an orientation to the problem, the article then focused on the development of lay facilitators for healing communities as an alternative way of ministering to children who experience emotional suffering. With reference to an illustrative narrative of a camp with deprived children, some elements contributing to the success of the camp were highlighted and linked to the effective functioning of healing communities. Thereafter the process used to equip lay people to facilitate such healing communities was described. The article concluded with challenges to the church in Africa to develop a new ministry to serve emotionally wounded children. In Afrika is daar talle emosioneel gekweste kinders wie se omstandighede en ervarings nie tot hulle welsyn en gesonde ontwikkeling bydra nie. Hierdie kinders het ’n intense behoefte aan genesing. Dit wil egter voorkom of die kerk se opvoedkundig-georiënteerde bediening aan kinders en die individualistiese pastorale praktyk nie daarin slaag om effektief aan hierdie behoefte te voldoen nie. Nadat daar oorsigtelik na die probleem gekyk is, fokus die artikel op die ontwikkeling van ongekwalifiseerde lidmate as fasiliteerders in genesende gemeenskappe as ’n alternatiewe benadering om emosioneel gekweste kinders te bedien. Met verwysing na ’n illustratiewe uitbeelding van ’n kamp vir emosioneel gekweste kinders, word sommige elemente wat tot die sukses van die kamp bygedra het, uitgelig. Hierdie elemente word dan aan die effektiewe funksionering van genesende gemeenskappe verbind. Daarna word die opleidingsproses vir fasiliteerders van sulke groepe bespreek. Die artikel sluit af deur die kerk in Afrika tot ’n nuwe bedieningspraktyk uit te daag.

Psychological Trends in the Achievement Goals of College and University Athletes

2020 ◽  
Vol 24 (4) ◽  
pp. 468-476
Author(s):  
Ching-Lun Wei ◽  
Wei-Jen Chen ◽  
Michael Tian-Shyug Lee ◽  
Tsung-Kuo Tien-Liu ◽  
◽  
...  
Keyword(s):  
Achievement Goals ◽  
Well Being ◽  
Achievement Goal ◽  
Sample Survey ◽  
Psychological Well Being ◽  
Harmonious Passion ◽  
Obsessive Passion ◽  
College And University ◽  
Task Avoidance ◽  
University Athletes

Objectives: This study aimed to validate the application of the 3 × 2 achievement goal model in sports. Motivations: In order to offer new perspectives on achievement goals, this study explores 3 × 2 achievement goals used in competitive sports, and the prediction of passion and psychological well-being for sports. Methods: The study sample consists of 406 college and university athletes, including 230 males and 176 females. Average age of the subjects was 20.34 years. Average length of years of sports participation was 8.23 years. Data were collected with a questionnaire that incorporated a 3 × 2 achievement goal scale, a sports passion scale, and the Psychological Well-Being Scale. Statistical Methods: Data were analyzed using descriptive statistics for fuzzy data, fuzzy correlation coefficients, and fuzzy regression models. Finding: 1. There was a correlation between every two of task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance, harmonious passion, obsessive passion, and psychological well-being. 2. Among college and university athletes, task-approach and self-approach positively influence harmonious passion; task-approach, self-approach, other-approach, and other-avoidance positively influence obsessive passion; task-avoidance negatively influences obsessive passion; task-approach and self-approach positively influence psychological well-being, and task-avoidance negatively influences psychological well-being. Innovations: Use of the 3 × 2 achievement goal scale is applicable to college sportsmen in Taiwan, and the research method uses fuzzy statistical analysis, which breaks through the barriers of traditional psychological survey methods, and will improve the research quality of the sample survey. This study provides new techniques for research on psychological trends in sports. Value: In the future, coaches and athletes should focus on task-approach and self-approach goals in order to enhance the college or university athletes’ harmonious passion for a positive impact on their psychological well-being when they engage in sports through their own free will.

scholarly journals Are Career Termination Concerns Only for Athletes? A Case Study of the Career Termination of an Elite Female Coach

2016 ◽  
Vol 30 (4) ◽  
pp. 314-326
Author(s):  
Göran Kenttä ◽  
Stephen Mellalieu ◽  
Claire-Marie Roberts
Keyword(s):  
Thematic Analysis ◽  
Expressive Writing ◽  
Critical Incident ◽  
Olympic Games ◽  
Career Transition ◽  
Well Being ◽  
Psychological Skills ◽  
Mental Well Being ◽  
Career Termination

This paper presents a case study of an elite female coach and her career termination from a 20+ year career following a critical life incident. A novel autobiographical approach was adopted whereby the participant undertook expressive writing to describe her experiences before, during, and following coaching an athlete at the 2012 Summer Olympic Games. Thematic analysis indicated seven phases related to the participant’s experiences of the critical incident: Build up to the event, the event, the aftermath, recovery and reflection on the event, sampling of new avenues, enlightenment, and career rebirth. The findings reinforce the high demands placed upon elite coaches, the subsequent threats to physical and mental well-being, and the importance of having robust psychological skills and suitable social support to cope with these demands. Implications for preparing and supporting coaches for successful career transition are discussed.

scholarly journals Achievement Goals, Competition Appraisals, and the Psychological and Emotional Welfare of Sport Participants

2008 ◽  
Vol 30 (3) ◽  
pp. 302-322 ◽  
Author(s):  
James W. Adie ◽  
Joan L. Duda ◽  
Nikos Ntoumanis
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Cognitive Appraisals ◽  
Well Being ◽  
Self Esteem ◽  
Equation Modeling ◽  
Sport Competition ◽  
Threat Appraisals ◽  
Challenge And Threat ◽  
And Performance

Grounded in the 2 × 2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and the indicators of athletes’ welfare. Finally, measurement and structural invariance was tested with respect to gender in the hypothesized model. An alternative model was also estimated specifying self-esteem as an antecedent of the four goals and cognitive appraisals. Four hundred and twenty-four team sport participants (Mage = 24.25) responded to a multisection questionnaire. Structural equation modeling analyses provided support for the hypothesized model only. Challenge and threat appraisals partially mediated the relationships observed between mastery-based goals and the well-being indicators. Lastly, the hypothesized model was found to be invariant across gender.

scholarly journals Achievement Goals, Well-Being and Lifelong Learning: A Mediational Analysis

2022 ◽  
Vol 15 (1) ◽  
pp. 89-112
Author(s):  
Riyan Hidayat ◽  
◽  
Zeynab Moosavi ◽  
Hermandra Hermandra ◽  
Zulhafizh Zulhafizh ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Achievement Goals ◽  
Well Being ◽  
Mediational Analysis

Incremental Validity of Achievement Goals in Predicting Subjective Well-Being Among University Students

2015 ◽  
Vol 14 (1) ◽  
pp. 38-62 ◽  
Author(s):  
Chen Chen
Keyword(s):  
Life Satisfaction ◽  
Personality Traits ◽  
Big Five ◽  
Achievement Goals ◽  
Well Being ◽  
Big Five Personality ◽  
Subjective Well Being ◽  
And Performance ◽  
Approach Goals ◽  
Mastery Approach

This study examined the role that achievement goals may play in predicting subjective well-being, particularly the extra contribution of achievement goals beyond that of personality traits. There were 371 university students from Nanjing, China (mean age = 20.67, SD = 1.30) who participated in the study and reported their achievement goals, the Big Five personality traits, and subjective well-being (including life satisfaction, positive, and negative affect). Results revealed that mastery-approach goals positively and significantly predicted life satisfaction; mastery-approach and performance-approach goals positively, whereas performance-avoidance goals negatively significantly predicted positive affect. When working with the Big Five personality traits, mastery-approach goals and performance-approach goals showed their added contributions to life satisfaction and positive affect, respectively. These results highlight the importance of considering achievement goals when explaining individual differences of subjective well-being as well as the importance of taking subjective well-being into account when understanding the nature of achievement goals.

scholarly journals Anger, Emotional Expressivity and Psychological Well-Being in Sports Players

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Nandini Sanyal ◽  
Tina Fernandes ◽  
Nimra Vizarath
Keyword(s):  
Gender Differences ◽  
Sampling Method ◽  
Well Being ◽  
Toxic Effects ◽  
Emotional Expressivity ◽  
Psychological Well Being ◽  
Purposive Sampling ◽  
Effective Functioning ◽  
Instrumental Aggression ◽  
Anger Arousal

The objective of the present study is to observe whether there is a difference between boys and girls engaged in Instrumental Aggression Sports and those engaged in Hostile Aggression Sports with respect to anger, emotional expressivity and psychological well-being and to observe whether there is a relationship between these variables. A non-probability purposive sampling method was used to select a sample of 160 sports players, among whom 80 (40 boys and 40 girls) were engaged in instrumental aggression sports and 80 (40 boys and 40 girls) were engaged in hostile aggression sports. The Multidimensional Anger Inventory (Siegel, 1986), Berkeley Expressivity Questionnaire (Gross, & John, 1998) and Psychological Well Being Scale (Ryff& Keyes, 1995) were administered to the participants. The results showed significant gender differences with respect to the dimension of anger arousal (p<0.05). However, no significant differences were found between the sport players engaged in instrumental aggression and those engaged in hostile aggression with respect to anger, emotional expressivity, and psychological well-being. The results also reveal that anger was positively correlated with emotional expressivity and negatively correlated with psychological well-being in both the groups (p<0.05). Additionally, emotional expressivity was negatively correlated with psychological well-being in sports players engaged in instrumental aggression sports and hostile aggression sports (p<0.05). The present study brings to light the toxic effects of anger and how we can learn to process emotions to augment effective functioning and psychological well-being.

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