Personal best (PB) and ‘classic’ achievement goals in the Chinese context: their role in predicting academic motivation, engagement and buoyancy

Yu, Kai; Martin, Andrew J.

doi:10.1080/01443410.2014.895297

Cited by 53 publications

(45 citation statements)

References 43 publications

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“…There is shared variance between these covariates and achievement goals (Elliot, 2005;Yu & Martin, 2014), and between these covariates and motivation and engagement outcomes (Martin & Liem, 2010). It is therefore important to account for them when modelling the data.…”

Section: Covariates: Socio-demographics and Prior Achievementmentioning

confidence: 98%

“…As Yu and Martin argue, there may be particular aspects of Chinese culture that have distinct relevance to goals. For example, Chinese students -arguably, to a greater extent than Western students -may need to balance competing goals of educational ambition (performance goal) with the cultural emphasis on effort (mastery goal) and self-improvement (personal best goal; Li, 2002Li, , 2005Yu & Martin, 2014). It is unclear whether or to what extent this may be relevant to Western samples, and thus Yu and Martin (2014) recommended juxtaposing personal best goals with mastery and performance goals in Western samples.…”

mentioning

confidence: 93%

“…In the research most closely related to the present work, Yu and Martin (2014) examined personal best goals alongside mastery and performance goals among Chinese middle school students. They found that, whereas performance goals had minimal impact on motivation and engagement, personal best and mastery goals each explained unique variance, with mastery goals showing stronger positive relations with motivation and personal best goals showing stronger positive relations with engagement.…”

mentioning

confidence: 99%

“…Yu and Martin (2014) noted that mastery goals are primarily focused on the task and learning and personal best goals are primarily focused on the self and outperforming one's previous best efforts and/or performance. The separation of personal best goals and mastery goals may also be considered from the perspective of other recent 'growth' perspectives.…”

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confidence: 99%

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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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Section: Covariates: Socio-demographics and Prior Achievementmentioning

confidence: 98%

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confidence: 93%

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confidence: 99%

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confidence: 99%

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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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“…It means PB goals are set in relation to self, whereas performance goals are set in relation to others. According to Yu and Martin (2014), there are practical strategies for amplifying the effect of PB goals setting on students' achievement growth. For example, instructors may draw their attention toward both process and outcome oriented PB goals resulting in improving their achievement.…”

Section: Introductionmentioning

confidence: 99%

Personal best goals in alignment with environmental perceptions of classroom activities

Alishahi¹,

Ghanizadeh²

2017

IJRSE

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One of the objectives of any educational endeavor is helping learners to adopt set of personal goals for their achievement. This is known as personal best (PB) goals. It is also believed that PB can fluctuate in line with external factors. The aim of this study is to study these goals in association with students' perception of the learning environment. To do so, 143 students studying in high schools of Mashhad completed two questionnaires: the first one was the translated version of Personal Best Questionnaire designed by Martin (2006) measuring specific, challenging, competitive and self-improvement goals. The second one was the Persian version of 'Students Perceptions of Classroom Activities' scale designed and validated by Gentry and Gable (2001) and translated to Persian and revalidated by Ghanizadeh and Jahedizadeh (2015). It contains four dimensions (interest, challenge, choice, and joy). The results indicated that all four subscales of students' perception fit the data well and significantly predicted personal goals. Furthermore, there were positive associations between perceptions of classroom activities and the subscales of PB. The highest relationship was between challenging goals and perceptions of challenge followed by the correlation between students' choice and personal goals.

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Positive psychology school‐based interventions: A reflection on current success and future directions

Chodkiewicz

Boyle

2016

Review of Education

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An increased focus on youth development has led to an understanding of the importance of the wellbeing, resilience and mental health of children and young people. As a result there is a growing body of research, especially over the last two decades, which increasingly recognises the complexities of learning and development across the years spent at school. Alongside this trend is the rise of positive psychology, which is changing our conceptions of youth, education and development. Support for a new era of student‐centric teaching practices dedicated to enhancing student wellbeing has come not only from researchers and psychologists, but also from school and education authorities, who are showing an increased appetite for integrating positive psychology‐based programs into the learning curriculum. While researchers are beginning to express cautious optimism about the effectiveness of such interventions, there is a large disparity between the initiatives being researched and what is being taught in classrooms. A set of key constraints relating to limited resources, an overcrowded curriculum, accessibility of information, teacher factors and quality training all play a role in shaping the effectiveness with which an intervention is implemented. This article reflects on the recent development of positive psychology school‐based programs and offers insights into how these initiatives can be enhanced to reach a wider range of young people and translated more effectively into classroom practice.

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Personal best (PB) and ‘classic’ achievement goals in the Chinese context: their role in predicting academic motivation, engagement and buoyancy

Cited by 53 publications

References 43 publications

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

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

Personal best goals in alignment with environmental perceptions of classroom activities

Positive psychology school‐based interventions: A reflection on current success and future directions

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