Perceived competence and autonomy as moderators of the effects of achievement goal orientations

Cho, YoonJung; Weinstein, Claire E.; Wicker, Frank W.

doi:10.1080/01443410.2011.560597

Cited by 48 publications

(26 citation statements)

References 73 publications

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“…We thus expect newcomers to hold a combination of learning and communal goals. Recent work on achievement goal strivings suggests that learning and performance goal orientations can have differential effects on individuals’ behaviours and outcomes (Cho, Weinstein, & Wicker, ; Janssen & Van Yperen, ; Johnson, Shull, & Wallace, ). In a similar vein, we expect that communal goal strivings would inspire unique behavioural strategies at work.…”

Section: Introductionmentioning

confidence: 99%

The effect of learning goal orientation and communal goal strivings on newcomer proactive behaviours and learning

Tan

Cooper‐Thomas

et al. 2015

J Occupat & Organ Psyc

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Learning is central to newcomer socialization, but research has rarely investigated the individual motivations that predict learning. Drawing from motivated action theory, this study examines newcomers' learning goal orientation and communal goal strivings, and their effects on the different domains of learning through two separate routes of information-seeking and relationship-building proactive behaviours. In Study 1, we develop and validate a scale for communal goal strivings, demonstrating the empirical distinctiveness of the proposed construct from related constructs of prosocial motivation and need to belong. Study 2 involved a 2-wave survey of 185 university student interns investigating newcomer learning. The results revealed that learning goal orientation predicted greater information seeking in the form of direct inquiry, which in turn predicted role, organization, and social learning. Communal goal strivings predicted the relationshipbuilding proactive behaviour of networking, and increased social and organization learning. These results underscore the value of goal strivings during socialization and provide a nuanced understanding of the relationships between goal strivings, proactive behaviours, and newcomer learning. Practical implications are discussed. Practitioner pointsOrganizations keen to hire proactive employees can select job applicants high in both learning goal orientation and communal goal strivings. Organizations should not treat newcomer learning as a single entity. Our results suggest that organizations can encourage specific newcomer proactive behaviours to meet targeted learning objectives in the socialization process. To encourage newcomers' proactivity and learning, greater attention should be accorded to the organizational environment, emphasizing the social aspects of the socialization process. This includes highlighting the importance of teams and workgroups.New hires constitute a significant proportion of an organization's employee pool. Recent statistics show that for organizations in the United States, a quarter of employees have been with the organization for less than a year (Bureau

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Section: Introductionmentioning

confidence: 99%

The effect of learning goal orientation and communal goal strivings on newcomer proactive behaviours and learning

Tan

Cooper‐Thomas

et al. 2015

J Occupat & Organ Psyc

View full text Add to dashboard Cite

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“…Cho, Weinstein & Wicker, 2011;Ferla, Valcke & Schuyten, 2010). Similarly, studies have also documented the positive effects of students' affective self-perceptions on their learning and achievement (e.g.…”

Section: Multidimensional Academic Self-concept and Academic Achievementmentioning

confidence: 96%

“…Because self-perceived academic competence precedes intrinsic motivation (Losier & Vallenard, 1994), there is growing evidence that greater self-perceived academic competence would enhance students' intrinsic motivation, which, in turn, would promote their academic achievement (Zisimopoulos & Galanaki, 2009). Moreover, unlike students with low perceived academic competence, students who are mastery goal-oriented and who perceive themselves to have high academic competence may employ a more adaptive learning strategy (Cho et al, 2011). The use of an adaptive learning strategy may help students with high perceived academic competence to perform significantly better than students with low perceived academic competence.…”

Section: Self-perceived Competence and Achievementmentioning

confidence: 99%

“…The use of an adaptive learning strategy may help students with high perceived academic competence to perform significantly better than students with low perceived academic competence. Further, students with high perceived academic competence tend to adopt high-performance approach goals, which, in turn, enhance their academic achievement (Cho et al, 2011).…”

Section: Self-perceived Competence and Achievementmentioning

confidence: 99%

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First- And Second-Generation Immigrant Adolescents’ Multidimensional Mathematics and Science Self-Concepts and Their Achievement in Mathematics and Science

Areepattamannil

2011

Int J of Sci and Math Educ

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This study, drawing on data from the Trends in International Mathematics and Science Study 2007, examined the predictive effects of multiple dimensions of mathematics and science self-concept-positive affect toward mathematics and science and self-perceived competence in mathematics and science-on mathematics and science achievement among 1,752 first-and second-generation immigrant adolescent students in Canada. First-and second-generation immigrant adolescent students' self-perceived competence in mathematics had positive predictive effects on their mathematics and science achievement. In contrast, first-and second-generation immigrant adolescent students' positive affect toward mathematics had negative predictive effects on their mathematics and science achievement. While first-and second-generation immigrant adolescent students' self-perceived competence in science had no significant predictive effect on their mathematics achievement, it had a positive predictive effect on their science achievement. Positive affect toward science had positive predictive effects on secondgeneration immigrant adolescent students' mathematics and science achievement, whereas it had no significant predictive effects on first-generation immigrant adolescent students' mathematics and science achievement. Implications of the findings for policy and practice are discussed.

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“…Some studies in the pool reported relations between mastery goals and adaptive learning (Cho et al 2011), seeking more information and monitoring progress (Bernacki et al 2012), metacognitive self-regulation , and to many types of strategies (Zusho and Barnett 2011), but no relations between performance goals and strategies. Chatzistamatiou et al (2015) reported that performance goals were significantly related to memorization, deep comprehension, and metacognitive strategy use.…”

Section: Personal and Environmental Influencesmentioning

confidence: 99%

Toward a Dynamic, Multidimensional Research Framework for Strategic Processing

Dinsmore

2017

Educ Psychol Rev

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While the empirical literature on strategic processing is vast, understanding how and why certain strategies work for certain learners is far from clear. The purpose of this review is to systematically examine the theoretical and empirical literature on strategic process to parse out current conceptual and methodological progress to inform new conceptual and methodological approaches to investigating strategic processing. From a PsycINFO search from 2011 to 2016, a pool of 134 studies was tabled with regard to key conceptual and methodological characteristics along with salient findings. These conceptual and methodological findings were then synthesized to examine how development, three aspects of strategic processing, and personal and environmental factors explained the relation between strategic processing and performance in academic domains. Three major findings emerged: less is known empirically about the developmental nature of strategic processing; quality and conditional use explain performance more consistently than simply frequency of strategy use; and, numerous person and environmental factors shape the degree to which certain strategies are effective for certain learners. A framework for future research based on these three findings is presented.If you're looking at a structural protein in the wing of a fruit fly and say we understand the damage and that we're going to correct that error in that protein and that gene. Turns out that same protein and gene early on in the development of that fruit fly plays a key developmental role and it's just later in a fruit fly life it ends up a structural protein in the wing. So, assuming a gene only has a single function is probably the fastest road to hell in genomics. So we need to understand all the functions of genes and how changing them will alter other genes, other biological functions in humans. We're not simple linear creatures and we have to understand how changing one note changes the entire orchestra… (Venter 2016, April 29) Educ Psychol RevThe field of genomics has undergone a revolution in terms of how the functions of individual genes and the development of the human genome (i.e., a complete set of DNA within a single cell) is understood. Rather than a gene-centric view of the world where changes in genetic code (i.e., genotype) necessarily change a visible or expressed trait (i.e., phenotype), genomics by contrast focuses on the varied interactions between many genes within a genome as well as other biological factors that may moderate changes from genotype to phenotype (Noble 2011). Similarly, views of human learning and development are starting to shift away from explanations of discrete phenomena causing discrete changes in human functioning toward more multidimensional and dynamic views (e.g., Molenaar et al. 2014) of both motivation (e.g., Kaplan, Katz and Flum 2012) and cognition (e.g., Dinsmore 2014).One possible reason for the seemingly mixed findings in the strategic processing literature, with some studies finding strong relations between...

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Perceived competence and autonomy as moderators of the effects of achievement goal orientations

Cited by 48 publications

References 73 publications

The effect of learning goal orientation and communal goal strivings on newcomer proactive behaviours and learning

The effect of learning goal orientation and communal goal strivings on newcomer proactive behaviours and learning

First- And Second-Generation Immigrant Adolescents’ Multidimensional Mathematics and Science Self-Concepts and Their Achievement in Mathematics and Science

Toward a Dynamic, Multidimensional Research Framework for Strategic Processing

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