How thoughts of death and intrinsic/extrinsic goal orientation affect well‐being during the pandemic

2021 ◽  
Author(s):  
Fatih Sonmez
Keyword(s):  
Goal Orientation ◽  
Well Being ◽  
Extrinsic Goal

scholarly journals Undermining Intrinsic Motivation

2013 ◽  
Vol 6 ◽  
Author(s):  
Bianca Lavorata
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Conceptual Learning ◽  
Extrinsic Rewards ◽  
Evaluation Theory ◽  
Cognitive Evaluation Theory ◽  
Motivation For Learning ◽  
And Performance ◽  
Extrinsic Goal ◽  
Learning And Performance

This paper will examine the possible effects of extrinsic rewards on intrinsic motivation in Preschool to College students and argue that extrinsic rewards undermine intrinsic motivation. The Overjustification hypothesis by self-perception theory, as well as the cognitive evaluation theory (CET) will be discussed, including some of the benefits of self-motivation for learning. Various studies will be explored to show that extrinsic rewards reduce intrinsic motivation. Results suggest that students that are offered an extrinsic goal subsequently show less intrinsic interest and demonstrate poorer conceptual learning and performance in the long term. Alternately, students that are regulated by intrinsic motivations experience positive consequences at school. This paper will conclude on the note that intrinsic motivation plays a pivotal role in learning, and that teachers and other social agents can help promote intrinsic goals to motivate conceptual learning and performance, even when students hold a stronger extrinsic goal orientation. Finally, various factors that can enhance and develop intrinsic motivation will be discussed, and suggestions will be provided for further research on this topic.

Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals

2005 ◽  
Vol 96 (3) ◽  
pp. 681-689 ◽  
Author(s):  
Frank W. Wicker ◽  
Douglas Hamman ◽  
Joylynn H. Reed ◽  
Erin J. McCann ◽  
Jeannine E. Turner
Keyword(s):  
Positive Affect ◽  
Goal Orientation ◽  
Academic Goals ◽  
Mastery Goals ◽  
Goal Difficulty ◽  
Extrinsic Goals ◽  
Intrinsic Goals ◽  
Affective Value ◽  
Relative Salience ◽  
Extrinsic Goal

We examined relationships among goal attributes (difficulty and affective value) and goal types (mastery, performance, intrinsic, and extrinsic). Goal attributes of positive affect value and relative salience of positive value were higher for intrinsic goals, mastery goals, and more difficult goals, qualified by an interaction between difficulty and type of goal. Intrinsic goals were more affectively positive than extrinsic goals and mastery goals were more positive than performance goals, but these differences vanished if goals were also perceived as difficult. Results were consistent with goal-orientation theories and suggest the usefulness of integrating incentive-attribute concepts with goal-orientation theories.

Assessing Coach Motivation: The Development of the Coach Motivation Questionnaire (CMQ)

2012 ◽  
Vol 34 (2) ◽  
pp. 184-207 ◽  
Author(s):  
Kristy N. McLean ◽  
Clifford J. Mallett ◽  
Peter Newcombe
Keyword(s):  
Psychometric Properties ◽  
Goal Orientation ◽  
A Priori ◽  
Well Being ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Integrated Regulation ◽  
Test Retest Reliability

The aim of this research was to develop and assess the psychometric properties of the Coach Motivation Questionnaire (CMQ). Study 1 focused on the compilation and pilot testing of potential questionnaire items. Consistent with self-determination theory, items were devised to tap into six forms of motivation: amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation. The purpose of the second study (N = 556) was to empirically examine the psychometric properties of the CMQ. Items were subjected to confirmatory factor analyses to determine the fit of the a priori model. In addition, the validity of the questionnaire was assessed through links with the theoretically related concepts of intrinsic need satisfaction, well-being, and goal orientation. Together with test–retest reliability (Study 3), these results showed preliminary support for the psychometric properties of the CMQ. Finally, using an independent sample (N = 254), the fourth study confirmed the factor structure and supports the use of the CMQ in future coaching research.

scholarly journals Striving for Success but at What Cost? Subject-Specific Achievement Goal Orientation Profiles, Perceived Cost, and Academic Well-Being

2020 ◽  
Author(s):  
Heta Tuominen ◽  
Henriikka Juntunen ◽  
Markku Niemivirta
Keyword(s):  
Secondary School ◽  
Goal Orientation ◽  
Secondary School Students ◽  
Well Being ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Subject Specific

Most studies utilizing a person-oriented approach to investigating students’ achievement goal orientation profiles have been domain-general or focused on a single domain (usually mathematics), thus excluding the possibility of identifying distinct subject-specific motivational profiles. In this study, we looked into this by examining upper secondary school students’ subject-specific achievement goal orientation profiles simultaneously in mathematics and English. As distinct profiles might contribute to how students invest time and effort in studying, we also examined differences in perceived subject-specific cost (i.e., effort required, emotional cost, opportunity cost) among students with different profiles, and how this was linked with students’ more general academic well-being (i.e., school engagement, burnout). The 434 Finnish general upper secondary school students participating in the study were classified based on their achievement goal orientations in the two subjects using latent profile analysis, and the predictions of the latent profile on distal outcomes (i.e., measures of cost and academic well-being) were examined within the mixture model. Five divergent achievement goal orientation profiles were identified: indifferent (29%), success-oriented (26%), mastery-oriented (25%), English-oriented, math-avoidant (14%), and avoidance-oriented (6%). The English-oriented, math-avoidant students showed the most distinct domain-specificity in their profile but, in general, profiles indicated more cross-domain generality than specificity. Overall, mastery-oriented students showed the most adaptive academic well-being, while avoidance-oriented students were the least engaged. Success-oriented students were characterised by high multiple goals in both subjects, elevated costs, and high scores on both positive (engagement) and negative (burnout) well-being indicators. The English-oriented, math-avoidant students perceived studying math as costly. The findings suggest that addressing students’ achievement motivation in different subjects may be useful for recognising factors endangering or fostering student learning and well-being.

scholarly journals Ability to Deal with it: Self-Management and Problem-Solving Skills, Motivation and Routines Helped High-School Students During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Liena Hačatrjana ◽  
Keyword(s):  
High School Students ◽  
Distance Learning ◽  
Problem Solving ◽  
Goal Orientation ◽  
Quantitative Methods ◽  
Well Being ◽  
Self Management ◽  
Management Skills ◽  
School Students ◽  
Problem Solving Skills

As the COVID-19 pandemic unfolded, more than 1.5 billion students worldwide started learning remotely, and they faced a range of challenges: a lack of immediate support from teachers, problems with technology, psychological well-being and difficulties in independently coping with their duties. The aim of this study was to understand what helped students cope with distance learning and what hindered and made it difficult for students, as well to examine students’ self-assessed problem-solving and self-management skills. Qualitative and quantitative methods were used in the study with 358 students aged M = 16.65 years. Participants answered two open-ended questions and filled the Problem-Solving Questionnaire and the Metacognitive Awareness Scale. Content analysis of students’ answers shows that most frequently students’ goal-orientation, determination to succeed, diligence and specific routines helped them deal with the distance learning. On the contrary, lack of motivation (among other psychological difficulties), distractions, lack of routines, and felt pressure to manage all school tasks were most frequently the aspects that hindered students from coping with the distance learning. Results show significant correlation between most scales of self-assessed problem solving and self-management skills. Students with higher result in total score of self-reported problem-solving skills felt less stress about the distance learning and the pandemic in general.

It’s not just action but also about reflection: Taking stock of agency research to develop a future research agenda

2020 ◽  
Vol 45 (3) ◽  
pp. 376-401
Author(s):  
Giles Hirst ◽  
Gillian Yeo ◽  
Nicole Celestine ◽  
Shen-Yang (Sonya) Lin ◽  
Alex Richardson
Keyword(s):  
Goal Orientation ◽  
Regulatory Focus ◽  
Self Regulation ◽  
Well Being ◽  
Jel Classification ◽  
Future Research ◽  
Self Reflection ◽  
Future Research Agenda ◽  
Health Related ◽  
Multidisciplinary Perspective

Agency is the human capability to exert influence over one’s actions and environment, such as through forethought, self-regulation and self-reflection. We focus on six prominent agency constructs, including goal orientation, regulatory focus, proactivity, fear of failure, core self-evaluations and psychological capital, and review what we have learned from each construct. By adopting an overarching multidisciplinary perspective, we identify key research agendas for the six prominent constructs: (1) incorporating self-reflection into research on agentic disposition; (2) how agency dispositions equip employees for workplaces of the futures, yet also how such behaviours may challenge societal and corporate mechanisms of control; and (3) well-being and health-related consequences of agency. In addition, we highlight the importance of understanding the interface between agency scholarship and developments in technology, medicine and sociology. JEL Classification: M10, M14

scholarly journals Psychological Empowerment: Antecedents From Goal Orientation and Consequences in Public Sector Employees

2018 ◽  
Vol 40 (2) ◽  
pp. 297-326 ◽  
Author(s):  
Beatriz García-Juan ◽  
Ana B. Escrig-Tena ◽  
Vicente Roca-Puig
Keyword(s):  
Public Sector ◽  
Goal Orientation ◽  
Affective Commitment ◽  
Psychological Empowerment ◽  
Well Being ◽  
Performance Goal ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Public Sector Employees ◽  
Performance Goal Orientation

Recent research has encouraged the study of psychological empowerment in public organizations owing to its benefits for optimum service delivery and performance improvement in the public context. This study analyzes how learning goal orientation, prove-performance goal orientation, and avoid-performance goal orientation are related to psychological empowerment and how such empowerment influences well-being outcomes within the context of public employees. Analyses of data from 553 public-sector employees showed that only learning goal orientation strongly and positively influences psychological empowerment. Furthermore, the results support the positive and significant relationship between psychological empowerment and both job satisfaction and affective commitment and the negative link with job anxiety levels. Theoretical and practical implications, as well as future directions for the psychological empowerment issue, are discussed.

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