scholarly journals Family Orientation and Achievement Goal Orientations Among the Children of Immigrant and Non-Immigrant Families

2020 ◽  
Vol 9 (2) ◽  
pp. 132
Author(s):  
Jung-In Kim ◽  
Shauna P. A. De Long ◽  
Wendi Gorelik ◽  
Kristen Penwell ◽  
Courtney Donovan ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Cultural Context ◽  
Immigrant Families ◽  
The United States ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Family Orientation

The current study examined the role of family orientations on the achievement motivations (i.e., achievement goal orientations and intrinsic motivation) of high school youths of different generational status (i.e., from immigrant or non-immigrant families) when their perception of their parents’ goals and classroom goal structures were tested simultaneously as predictors. A total of 331 high school students (ninth grade; ages 13–16, with 96% of the students in the ages of 14 or 15; 141 boys and 187 girls) from one high school in the United States participated in the study, completing a series of assessments with regard to their math classes. The findings show the complex role of the family contexts (parent goals and family orientations) on the adaptive mastery goals for children of immigrant families, going beyond previous studies that reported the relationships between family orientation and performance-approach or less adaptive performance-avoidance goals. This study still found that students’ family orientations strongly predicted their desire to win over their peers with certain levels of internal pressure in order to meet their parents’ expectations, aligned with previous literature. Through examining a context beyond the classroom context, studies should continue to examine the larger family and cultural context in understanding students with diverse backgrounds.

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

2021 ◽  
pp. 188-205
Author(s):  
Fatma Alkan
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Classroom Engagement ◽  
Achievement Goal Orientations ◽  
School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

scholarly journals Doseganje zaposljivosti pri starajoči delovni sili; vloga starosti in doseganje ciljnih usmeritev

2021 ◽  
Author(s):  
Nena Hribar ◽  
Polona Šprajc
Keyword(s):  
Informal Learning ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Chronological Age ◽  
Achievement Goal Orientations ◽  
Positive Relation ◽  
Aging Workforce ◽  
Significant Relation

The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees’ learning behavior and employability.

scholarly journals High School Adolescents’ Physical Activity and Physical Fitness: A 3 × 2 Achievement Goal Approach

2020 ◽  
Vol 12 (15) ◽  
pp. 6005
Author(s):  
Liang Shen ◽  
Joonyoung Lee ◽  
Changzhou Chen ◽  
Tao Zhang
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Fitness ◽  
Developmentally Appropriate ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Stepwise Multiple Regression ◽  
School Students ◽  
Avoidance Goals

Previous research evidence showed deficient physical activity (PA) and physical fitness (PF) performance levels among high school students. Personal goal orientations motivate their behavior; therefore, it is essential to discover high school students’ goal orientations in PA and PF. Guided by the latest 3 × 2 achievement goal model, we examined the influence of six goal orientations on PA and PF in high school students. A total of 792 high school students in China (54.5% girls; Mage = 16.93 ± 0.82) completed validated measurements assessing 3 × 2 goal orientations for PA and PF. Stepwise multiple regression analyses were used to analyze whether 3 × 2 achievement goal orientations significantly influenced the study variables. Other-approach, self-approach, and task-avoidance goals significantly predicted PA, and the 50-meter dash was predicted by other-approach and self-avoidance goals. The self-approach goal was the only significant predictor of the standing long jump. In conclusion, fostering self- and other-approach-oriented environments with developmentally appropriate content in physical education may have implications for enhancing high school students’ PA and PF.

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