Achievement Goals as a Measure of Motivation in University Students

Archer, Jennifer

doi:10.1006/ceps.1994.1031

Cited by 216 publications

(226 citation statements)

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“…Males had higher work avoidance goals than females in this study, which deliberately limit engagement in learning, perhaps because their interests lay in areas outside the classroom (Archer, 1994) such as being popular. Students who engage in self-handicapping strategies have been found to have an avoidance temperament (Elliot & Church, 2003); it could be that the Indonesian students' adoption of avoidance goals could be a kind of defence mechanism to protect themselves brought by the pressure of being male in a patriarchal society.…”

Section: Discussionmentioning

confidence: 79%

“…Students with a work avoidance goal motivation use low-effort to no-effort when facing a task, minimising any effort required (Archer, 1994;Dowson & McInerney, 2001). In contrast to performance avoidant students who may employ low-effort strategies in order to avoid looking incompetent, for these students their lack of effort is not aimed at concealing a lack of ability (Archer, 1994), but their way of expressing negative attitudes toward schoolwork, coping with the constraints and demands of the learning situation (Meece, Blumenfeld, & Hoyle, 1988), or their interests lie in other areas (Archer, 1994).…”

Section: Achievement Goal Theorymentioning

confidence: 99%

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Attribution and Motivation: Gender, ethnicity, and religion differences among Indonesian university students

Sutantoputri

Watt

2012

IJHE

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The study explores the possibilities of gender, ethnicity, and religion differences on attributions (locus of control, stability, personal and external control), motivational goals (learning, performance approach, performance avoidance, and work avoidance), self-efficacy, intelligence beliefs, religiosity, racial/ethnic identity, and academic performance (mid-term test, final test, and GPA scores) within the Indonesian university settings. Racial/ethnic identity had three dimensions: private regard, ethnic importance, and social embeddedness; whilst religiosity had two dimensions: religious behaviour and intrinsic religiosity. 1,006 students (73.8% Native Indonesians and 24.8% Chinese Indonesians) from three public and two private universities participated. Males were significantly higher on work avoidance goals. Ethnic and religion differences were found on religiosity: Native Indonesians and Hindus reported higher intrinsic religiosity; Christians reported greater behavioural religiousity. Gender and religion interactions revealed lower locus of control among male Chinese, and lower final test score among male Muslim. Explanations for these differences are advanced and directions for further research outlined.

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Section: Discussionmentioning

confidence: 79%

Section: Achievement Goal Theorymentioning

confidence: 99%

Attribution and Motivation: Gender, ethnicity, and religion differences among Indonesian university students

Sutantoputri

Watt

2012

IJHE

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“…В свою очередь, учащимся, придерживающимся результативной цели из-бегания, свойственно получение негативных результатов от учебной деятельности (низкий уровень успеваемости, отрицательные эмоции) [Kaplan, Maehr, 2007]. Исследователи выделяют и другие целевые ориентации: социальные цели (social goal) [Urdan, Maehr, 1995;Patrick et al, 2002], внешние цели (extrinsic goal) [Midgley et al, 1998] и академическое отчуждение (academic alienation) [Archer, 1994]. Наряду с теорией достиженческих целевых ориентаций при изучении учебной мотивации популярностью у исследователей пользуется теория самодетерминации, в основу которой заложен принцип разделения мотивации на внутреннюю (intrinsic), внешнюю (extrinsic) и амотивацию (amotivation).…”

Section: теории «ожидания -ценность» (Expectancy -Value Theory)unclassified

Theoretical and Methodological Approaches Towards Studying the Academic Motivation: Comprehensive Vision

Semenova¹

2015

MONITORING OF PUBLIC OPINION

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“…El intento en ésta no es el aprendizaje o el logro, demostrando su competencia o evitando los juicios negativos, sino el finalizar las tareas académicas, pero realizando para ello el mínimo esfuerzo posible. Otros autores también identificaron esta meta de evitación del trabajo (p.e., Meece, Blumenfeld y Hoyle, 1988), aunque la mayoría de autores se ha referido a ella como meta de alienación académica (Archer, 1994;Duda y Nicholls, 1992;Nicholls, 1983Nicholls, , 1989Nicholls, Patashnick y Nolen, 1985).…”

Section: • Participantesunclassified

Educación a Distancia Y Presencial: Diferencias en Los Componentes Cognitivo Y Motivacional De Estudiantes Universitarios

Riveiro

Nieto

2012

RIED

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RESUMENLa investigación sobre el aprendizaje de los estudiantes resalta la importancia de considerar las variables cognitivas, metacognitivas, motivacionales y conductuales. Sin embargo, también se debería de considerar el entorno en el que el aprendizaje tiene lugar, pues el contexto tiene repercusiones cruciales.La educación a distancia está experimentando un importante crecimiento y este artículo examina las diferencias entre estudiantes en los entornos educativos presencial y virtual de dos universidades españolas. Los resultados mostraron que los estudiantes de la universidad de entorno virtual se caracterizan por mayores niveles en orientación a la tarea, valor de la tarea, creencias de control del aprendizaje, autoeficacia para el aprendizaje y el rendimiento, y en las estrategias de repetición, organización y autorregulación metacognitiva. Mientras que los estudiantes en la universidad de entorno presencial se caracterizan por mayores niveles en ansiedad de examen y aprendizaje con compañeros. ABSTRACTResearch on students´ learning stresses the importance of considering cognitive, metacognitive, motivational and behavioral variables. Nevertheless, environment in which learning takes place should be considered too, because context has crucial repercussions.Distance education is experiencing major growth and this article examines differences between students in the face-to-face and virtual educational environments of two spanish universities. Results showed that students in the virtual environment university are characterized by higher levels of task orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and the strategies of rehearsal, organization and metacognitive self-regulation. Whereas students in the faceto-face environment university are characterized by higher levels of test anxiety and peer learning.

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Achievement Goals as a Measure of Motivation in University Students

Cited by 216 publications

References 0 publications

Attribution and Motivation: Gender, ethnicity, and religion differences among Indonesian university students

Attribution and Motivation: Gender, ethnicity, and religion differences among Indonesian university students

Theoretical and Methodological Approaches Towards Studying the Academic Motivation: Comprehensive Vision

Educación a Distancia Y Presencial: Diferencias en Los Componentes Cognitivo Y Motivacional De Estudiantes Universitarios

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