Personal best goals and academic and social functioning: A longitudinal perspective

Liem, Gregory Arief D.; Ginns, Paul; Martin, Andrew J.; Stone, Barbara Louise; Herrett, Maree

doi:10.1016/j.learninstruc.2011.11.003

Cited by 65 publications

(71 citation statements)

References 37 publications

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“…Our own theorization, which encompasses personal experience of achievement bests, is based on previous conceptualizations, namely, outcome expectancies (Bandura 1997), goal settings (Locke and Latham 2002), personal best goals (Liem et al 2012), personal flow (Csíkszentmihályi 1990), engagement of mastery learning (Bloom 1974), future time perspectives (Liem et al 2012), and human optimization (Fraillon 2004). Shared characteristics arising from these theoretical tenets entail, specifically, one's own internal desire and volition to strive for excellent scholarly outcomes.…”

Section: The Importance Of Framework Of Achievement Bests: Genesis Anmentioning

confidence: 99%

Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving

Phan¹,

Ngu²,

Yeung

2016

Educ Psychol Rev

192

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We recently developed the Framework of Achievement Bests to explain the importance of effective functioning, personal growth, and enrichment of well-being experiences. This framework postulates a concept known as optimal achievement best, which stipulates the idea that individuals may, in general, strive to achieve personal outcomes, reflecting their maximum capabilities. Realistic achievement best, in contrast, indicates personal functioning that may show moderate capability without any aspiration, motivation, and/or effort expenditure. Furthermore, our conceptualization indicates the process of optimization, which involves the optimization of achievement of optimal best from realistic best.In this article, we explore the Framework of Achievement Bests by situating it within the context of student motivation. In our discussion of this theoretical orientation, we explore in detail the impact of instructional designs for effective mathematics learning as an optimizer of optimal achievement best. Our focus of examination of instructional designs is based, to a large extent, on cognitive load paradigm, theorized by Sweller and his colleagues. We contend that, in this case, cognitive load imposition plays a central role in the structure of instructional designs for effective learning, which could in turn influence individuals' achievements of optimal best. This article, conceptual in nature, explores varying efficiencies of different instructional approaches, taking into consideration the potency of cognitive load imposition. Focusing on mathematical problem solving, we discuss the potentials for instructional approaches to influence individuals' striving of optimal best from realistic best.

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Section: The Importance Of Framework Of Achievement Bests: Genesis Anmentioning

confidence: 99%

Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving

Phan¹,

Ngu²,

Yeung

2016

Educ Psychol Rev

192

View full text Add to dashboard Cite

show abstract

“…In cross-lagged longitudinal work in Australian high schools, Martin and Liem (2010) found that personal best goals predicted later achievement, test effort, perseverance, enjoyment of school, participation in class, completion of homework and academic engagement. In another longitudinal Australian study in high schools, Liem, Ginns, Martin, Stone, and Herrett (2012) found that personal best goals significantly predicted deep learning, flow in schoolwork and positive teacher-student relationships.…”

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confidence: 95%

The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: a longitudinal investigation

Martin

Elliot

2015

Educational Psychology

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“…Most growth goal research has focused on PB goals. In cross‐sectional work, PB goals have been found to predict students' educational aspirations, enjoyment of school, class participation, and persistence (Martin, ); in longitudinal research, PB goals predict subsequent literacy, numeracy, test effort, enjoyment of school, persistence, class participation, homework completion, educational aspirations, and (negatively) disengagement (Martin & Liem, ); longitudinal work also finds PB goals predict various learning strategies, class cooperation, and positive in‐class relationships across time (Liem, Ginns, Martin, Stone, & Herrett, ); in research with at‐risk (ADHD) students, PB goals predict achievement and behavioural engagement (Martin, , ); and in cross‐cultural research, PB goals predict academic engagement among Chinese student samples (Yu & Martin, ). In all these studies, the focus was on the effects of growth (PB) goals.…”

Section: Introductionmentioning

confidence: 99%

Implicit theories about intelligence and growth (personal best) goals: Exploring reciprocal relationships

Martin

2014

Brit J of Edu Psychol

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Personal best goals and academic and social functioning: A longitudinal perspective

Cited by 65 publications

References 37 publications

Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving

Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving

The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: a longitudinal investigation

Implicit theories about intelligence and growth (personal best) goals: Exploring reciprocal relationships

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