Measuring Achievement, Affiliation, and Power Motives in Mobility Situations: Development of the Multi-Motive Grid Mobility

The current study introduces the Multi-Motive Grid Mobility (MMG-M) in an age-stratified sample (N = 206) that aims to disentangle six motive components – hope of success, hope of affiliation, hope of power, fear of failure, fear of rejection, and fear of power – in mobility-related and mobility-unrelated scenarios. Similar to the classical Multi-Motive Grid (MMG), we selected 14 picture scenarios representing seven mobility and seven non-mobility situations. The scenarios were combined with 12 statements from the MMG. Both the MMG-M and MMG were assessed to allow comparability between psychometric criteria. The results of confirmatory factor analyses yielded a good model fit for a six-factor solution with an additional mobility factor for the MMG-M. Internal consistency of the items was similar to the MMG. Lastly, we investigated associations between the motive components and mobility-related variables. We found that risk awareness was positively related to all fear components in both mobility and non-mobility scenarios. Most importantly, physical constraint was positively associated with fear of rejection and fear of power in mobility situations underlining the importance to create support systems to reduce these concerns in people’s everyday lives.

The AEQ-S: A short version of the Achievement Emotions Questionnaire

The Achievement Emotions Questionnaire (AEQ) is a well-established instrument for measuring achievement emotions in educational research and beyond. Its popularity rests on the coverage of the component structure of various achievement emotions across different academic settings. However, this broad conceptual scope requires the administration of 6 to 12 items per scale (Mdn = 10), which limits the applicability of the AEQ in empirical studies that necessitate brief administration times. We therefore developed the AEQ-S, a short version of the AEQ, with only 4 items per scale that nevertheless maintain the conceptual scope of the instrument. We validated the AEQ-S based on a reanalysis of Pekrun, Goetz, Frenzel, Barchfeld, and Perry's (2011) dataset (N = 389 university students) and by administering them to a new and independent validation sample (N = 471 university students). Despite their brevity, the AEQ-S scales achieved satisfactory reliability and correlated substantially with the original AEQ scales. Moreover, structural relationships and intercorrelations between the scales and their relations with external measures of antecedents and outcomes of achievement emotions were highly similar for the AEQ-S and AEQ scales. These findings suggest that the AEQ-S is a suitable substitute for the AEQ when administration time is limited.

Measuring achievement emotions questionnaire for physical education (AEQ-PE): a confirmatory study in Malay language

Background This study aimed to verify a translated Malay version of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) by assessing the level of achievement emotions in six constructs among the Malaysian primary school pupils using the Confirmatory Factor Analysis (CFA). Methods A total of 607 Malay pupils, comprising 240 (39.5%) boys and 367 (60.5%) girls aged between 10 and 11, were recruited from 10 schools to answer the questionnaire, which measured their views on 24 items through a five-point Likert scale. The AEQ-PE was translated into Malay language (AEQ-PE-M) using forwarding to backward translation techniques. Certain phrases were adopted in accordance with the local culture and vocabulary appropriate for primary school pupils. CFA was performed using the Mplus 8.0 software, and the final model demonstrated high reliability in terms of the composite reliability and Cronbach’s alpha. Results Analysis of the CFA showed an acceptable fit indices in CFI (0.936), TLI (0.926), RMSEA = 0.039 (90% CI, 0.034, 0.045) and SRMR (0.049) of the AEQ-PE measurement model. All of the items in the original AEQ-PE version were retained and deemed suitable for Malay primary school pupils. Conclusion The AEQ-PE-M with 24 items was a suitable tool for measuring the level of school children’s involvement in determining achievement emotions and their motivation towards physical education.

Measuring Achievement of Sustainable Development Goals in Rural Area: A Case Study of Sukamantri Village in Bogor District, West Java, Indonesia

A village is an arena for sustainable development where economic, social, cultural, environmental and political interactions occur. It has a strategic meaning for the successful achievement of the 17 indicators of Sustainable Development Goals (SDGs). However, villages have limitations in providing data and indicators to measure the achievement of SDGs based on RW. The aims of this study are to provide Precision Village Data (DDP) and use it to measure and analyze the achievement indicators of 16 out of 17 village SDGs. One of SDGs 14, namely the marine ecosystem is not measured because the research location is a terrestrial village with an altitude of 423-902 m ASL. The use of DDP in the research location with normalization and aggregation methods based on arithmetic averages made this study successful in calculating the scores of each village SDGs. Then the results of the analysis of the village DDP and SDGs were combined with spatial mapping. The results showed that the SDGs in Sukamantri Village cumulatively achieved quite good results. A total of 3 SDGs was classified as very good, 4 SDGs were classified as good, 3 SDGs were classified as good enough, 5 SDGs were lacking, and 2 SDGs were poorest. Referring to the SDGs index calculation for Sukamantri Village, the environmental pillar has the highest score and is on average very good. However, the social and economic pillars are in the poor category, the law and governance pillars are in the poorest category. This means that sustainable development in Sukamantri Village has not been achieved. The natural wealth in Sukamantri Village has not been managed to achieve the fulfillment of basic human rights that are of a just and equal quality, for the well-being of the villagers and the realization of inclusive and quality economic growth.

Leadership Style and Competence Against State Apparatus Performance (Study at the Regional Secretariat Office of North Barito Regency)

Leadership is a key factor in the success of an organization and management that directs the work of organizational members to achieve organizational goals. Measurement of organizational performance needs to be carried out in ensuring the understanding of the implementers and measuring achievement, ensuring the achievement of an agreed performance scheme, monitoring and evaluating performance with a comparison between work and implementation schemes, providing objective rewards and punishments for performance achievements that have been measured according to the measurement system has been agreed upon, making it a means of communication between employees and leaders in an effort to improve organizational performance, ensure that decisions are made objectively and reveal problems that occur. This study proves that have significant influence simultaneously and there is a partial significant influence leadership style and competence on the Performance of Administrative At the Regional Secretariat North Barito regency of 66.3% while the remaining 33.7% is influenced by other variables that are not included in this research model. Leaders should continuously provide high motivation so that work is done well, provide polite service to the community, provide what the community needs, work in accordance with leadership directions, and are willing to take full responsibility for the risks in every work done.

The Impact of E-mind Mapping Strategy on the Academic Achievement of Jordanian 9th Grade Students in Citizenship and Civic Education Course

The present study aimed at identifying the impact of the e-mind mapping strategy on the academic achievement of Jordanian 9th grade students in the citizenship and civic education course. It was carried out during the second semester of the academic year 2019/2018 through adopting a quasi-experimental approach. It was carried out in Princess Sukayna bent Al-Hussain School for girls in Amman, Jordan. The sample consists from (55) female students who were chosen through the purposive sampling technique. Those students were divided into control and experimental groups. Pre-test and post-tests for measuring achievement were used. Based on the process of analyzing data, the e-mind mapping strategy can effectively improve the achievement of Jordanian 9th grade students in the citizenship and civic education course. The researcher recommends providing Jordanian citizenship and civic education teachers with special training programs about the technology-based instructional strategies. Such training programs must shed a light on e-mind mapping strategy

Structure and Relationships of University Instructors’ Achievement Goals

The present study examines the achievement goals of university instructors, particularly the structure of such goals, and their relationship to biographic characteristics, other aspects of instructors’ motivation, and teaching quality. Two hundred and fifty-one university instructors (184 without Ph.D., 97 with Ph.D., thereof 51 full professors; 146 males, 92 females) answered a questionnaire measuring achievement goals, self-efficacy, and enthusiasm in altogether 392 courses. Teaching quality was assessed using reports from 9,241 students who were attending these courses. Confirmatory factor analyses revealed mastery, performance approach, performance avoidance, work avoidance, and relational goals as being distinguishable from each other. Distinct relationships were found between different instructors’ achievement goals, and gender, age, and career status as well as self-efficacy and enthusiasm. Hierarchical linear models suggested positive associations of instructors’ mastery goals with teaching quality, while negative associations were indicated for performance avoidance goals and work avoidance goals in relation to teaching quality. Exploratory analyses conducted due to a quite large correlation between performance approach and performance avoidance goals indicated that for university instructors, differentiating performance goals into appearance and normative components might also be adequate. All in all, the study highlights the auspiciousness of the theoretical concept of university instructors’ achievement goals and contributes to making it comprehensively accessible.

Effectiveness of GeoGebra in teaching school mathematics

This article aims to explain the effectiveness of using Information and Communication Technology (ICT) in teaching and learning school mathematics. The paper is based on the results of one month experiment of Geo Gebra software in teaching and learning the concepts and problems included in the chapter commensuration of secondary level mathematics. The effectiveness of using ICT tools were explored by measuring achievement level with the help of achievement test and overall perceptions of using ICT tools through questionnaire. The data were analyzed and interpreted by using table, frequency, percentage, mean, SD and t-test. The findings revealed that there was high mean score in achievement in mathematics of experimental group (teaching with ICT) than that of control group (without using ICT), and the difference was significant at 0.05 level. Likewise, the students of experimental group had positive perception to support the use of ICT tools in teaching and learning mathematics. Thus, the use of ICT, particularly Geo Gebra is an effective tool to increase achievement; to promote curiosity, creativity; to make clear sense of concepts; and to encourage overall learning of students in mathematics. Finally, the study suggests that school mathematics teachers need to use ICT for effective teaching and learning.