scholarly journals Examining Relationships between Academic and Social Achievement Goals and Routes to Happiness

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Christopher O. Walker ◽  
Tina D. Winn ◽  
Rachel M. Lutjens
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Informed Consent ◽  
Positive Psychology ◽  
Goal Orientation ◽  
Achievement Goals ◽  
Achievement Goal Orientation ◽  
Social Achievement ◽  
Hedonic Enjoyment

The purpose of the current study was to examine the relationships among social and academic achievement goals and the route to happiness selected by a sample of college students. According to Waterman (1993) there are two distinct routes to happiness: eudaimonia and hedonic enjoyment. Hedonic enjoyment has been defined as the pursuit of proximal goals and immediate pleasure, while eudaimonia is best defined as the long-term commitment to pursue “self-realization” (Waterman, 1993). A sample of 132 college students completed a research packet containing an informed consent, demographics form, and three questionnaires. The results suggested that one’s route to happiness was related to the academic and social achievement goal orientation of the participants. A call is made for additional research to examine the interrelations among variables traditionally considered in cognitive-motivational research and variables considered to be a part of the positive psychology movement (e.g., happiness).

Achievement goal orientation and stimulant misuse in college students

2019 ◽  
pp. 1-9 ◽  
Author(s):  
Kevin M. Antshel ◽  
Theresa Parascandola ◽  
Lea E. Taylor ◽  
Stephen V. Faraone
Keyword(s):  
College Students ◽  
Goal Orientation ◽  
Achievement Goal ◽  
Achievement Goal Orientation

College Students’ Achievement Goal Orientation and Motivational Regulations in Physical Activity Classes: A Test of Gender Invariance

2015 ◽  
Vol 34 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Xiaoxia Su ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Goal Orientation ◽  
Female Students ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Activity Class ◽  
Male And Female ◽  
Approach Goals ◽  
Mastery Approach

The current study examined the measurement invariance across 361 male and female college students’ 2 × 2 achievement goal orientation and motivational regulations. Participants completed questionnaires assessing their achievement goals and motivational regulations. Multigroup CFA analyses showed that male and female students’ scores were fully invariant at the configural, metric, and scalar levels. Multigroup SEM analyses revealed that mastery-approach goals positively predicted intrinsic regulation and identified regulation. It also revealed that performance-approach goal was a stronger predictor of external regulation among female students than among male students. Collectively, these results provide evidence that researchers can make valid inferences about differences in achievement goal and self-regulation scores across male and female students. This study also supports the view that mastery-approach goals are motivationally beneficial, especially among female students, in college physical activity class settings.

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