The Development and Validation of Scales Assessing Students' Achievement Goal Orientations

Midgley, Carol; Kaplan, Avi; Middleton, Michael J.; Maehr, Martin L.; Urdan, Tim; Anderman, Lynley H.; Anderman, Eric M.; Roeser, Robert W.

doi:10.1006/ceps.1998.0965

Cited by 580 publications

(456 citation statements)

References 36 publications

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“…For instance, a performance-approach goal item such as "I prefer to work on projects where I can prove my ability to others" (Vandewalle, 1997) contains multiple aspects, including a choice component ("I prefer"), a normative component ("others' achievements") and a self-validating component ("proving ability"). Similarly, a mastery-approach goal item like "An important reason why I do my class work is because I like to learn new things" (Midgley et al, 1998) yields both a reference to a particular goal ("learning new things") and a reason for doing so ("I like"). To gain more precise insight into which of these components are driving the observed (lack of) associations with outcomes, it is critical to identify the core element of the achievement goal construct and to separately assess the additional aspects so as to study their independent contribution in the prediction of outcomes.…”

Section: Reasons Underlying Achievement Goalsmentioning

confidence: 99%

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Vansteenkiste

Lens

Elliot³

et al. 2014

Educational Psychologist

139

142

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An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals' achievement goals, a distinction central to Self-Determination Theory.To stimulate work in this area, we formulated five propositions, arguing that consideration of the "why" (i.e., type of reasons) in addition to the "what" (i.e., type of aims) of achievement goals, (a) provides an account for the regulatory basis of achievement goals, (b) opens the door for other motivation theories to be linked to the achievement goal literature, (c) matters in terms of predicting outcomes, (d) allows for a richer account of contextual forces influencing motivation, and (e) sets the stage for an enriched hierarchical model of achievement motivation. In closing, we discuss various future research directions. Towards a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement GoalsThe literature on achievement goals has burgeoned over the past 30 years. By relying on cross-sectional, longitudinal, and experimental methodologies, scholars in diverse domains, including education, sport, and work, have documented the correlates and effects of different types of achievement goals (Elliot, 2005;Hulleman, Schrager, Bodmann, & Harackiewicz, 2010; Kaplan & Maehr, 2007; Murayama, Elliot, & Friedman, 2011; Van Yperen, Blaga, & Postmes, in press). The aim of the present contribution is to review recent empirical work that has just begun to systematically consider people's underlying reasons for adopting and pursuing achievement goals. Vansteenkiste, Niemiec, & Soenens, 2010). SDT is a well-validated theory, which has a long tradition of examining the reasons underlying individuals' activity engagement and thus proved ideally suited to theorize about and examine the reasons underlying individuals' achievement goal pursuit. Within SDT, it is maintained that these reasons can vary in their level of autonomy and volition relative to control and pressure. When learners' achievement goal pursuit is controlled regulated, they feel pressured, either from the outside or from within, to pursue and attain particular achievement goals. Instead, when learners' achievement goal pursuit is autonomously regulated, they have either fully endorsed the goal or they experience the goal pursuit as inherently satisfying and challenging. To illustrate, when taking an entrance exam at the beginning of college, learners could feel pressured by their parents 3 Reasons underlying Achievement Goals (i.e., controlled reason) to outperform their peers (i.e., performance-approach goal) or they could more willingly pursue the goal of doing better than their peers because they foresee the personal benefits of doing so (i.e., autonomous reason). Similarly, due to time constraints, learners could feel pressured (i.e., controlled rea...

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Section: Reasons Underlying Achievement Goalsmentioning

confidence: 99%

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Vansteenkiste

Lens

Elliot³

et al. 2014

Educational Psychologist

139

142

View full text Add to dashboard Cite

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“…Scales in PALS were developed during a 5-year period and tested with various samples of young and middle adolescents from various ethnic and socioeconomic backgrounds (Midgley et al, 1998). PALS includes multiple scales which were developed by several researchers.…”

Section: School-based Measuresmentioning

confidence: 99%

“…PALS includes multiple scales which were developed by several researchers. The validity of each scale was established separately (see Midgley et al, 1998). As the outcome variables of the study concern general well-being, and as the focus of the paper is on the effect of the school as a whole, measures of school-related variables were general rather than domain-specific.…”

Section: School-based Measuresmentioning

confidence: 99%

Achievement Goals and Student Well-Being

Kaplan

Maehr

1999

Contemporary Educational Psychology

Self Cite

414

295

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This study is concerned with the role that achievement goals may play in facilitating the psychological well-being of students. Specifically, we build on ''goal theory'' analysis of adaptive behavior in examining the relationship between task and ego goals, perceptions of school emphases on task and ego goals, and indices of well-being and disruptive behavior. Generally, task goals and perception of the school as emphasizing task goals were related to positive psychological well-being, and ego goals and perceiving the school as emphasizing ego goals were related to negative psychological well-being. This pattern was found for both African American and Euro-American students. However, path analyses pointed to possible different processes as operating for the African Americans and the Euro-Americans in the sample. © 1999 Academic Press Over the past decade or so, motivational research has focused extensively on the role that purpose plays in shaping attitude and the intensity and quality of behavior (cf. Ames, 1992;Anderman & Maehr, 1994;Urdan & Maehr, 1995 for recent reviews). Primary attention has been given to two goals, Task and Ego, 1 and a large body of information has evolved that is related to the effects of these goals on learning and achievement in particular. When, for example, individuals engage in an activity with the purpose of developing skills, gaining competence, and promoting understanding-task goal-they are more likely to invest in the task. More importantly, when they invest

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“…Kedua, dimensi outcome yaitu atribusi, afek, kognisi, dan perilaku. Dalam mengembangkan skala ini, beberapa aitem yang digunakan juga diambil dari Patterns of Adaptif Learning Scale (Midgley, Kaplan, Middleton, Maehr, Urdan, & Anderman, 1998), dan Darwati (2003 yang relevan dengan dimensi Pintrich and Schunk (1996). Realibilitas skala ini setelah diuji coba adalah 0,939.…”

Section: Skala Orientasi Tujuan Mastery Approachunclassified

Peranan Kepuasan Kebutuhan Dasar Psikologis dan Orientasi Tujuan Mastery Approach terhadap Belajar Berdasar Regulasi Diri

Tekeng¹,

Alsa²

2016

jpsi

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Abstract. This research aims at empirically examining the role of basic psychological need satisfaction and mastery approach goal orientation toward the self-regulated learning of the university students. The subject of this research consisted of 240 students the third, the fifth, and the seventh semester students of the faculty of education and teaching at the State Islamic University Makassar derived from eight departments. The sample taken by using multi stage cluster random sampling tecnique. The research instruments used were the self-regulated learning scale, the psychological basic need scale, and the mastery approach goal orientation scale. The data analyzed by using multiple regression analysis. The result shows that the value of Fregression = 115.303, and the value of p < 0.001. This means that the hypothesis of this research is accepted or the basic psychological need together with the mastery approach goal orientation can significantly predict the selfregulated learning of the university students with effective contribution R 2 = 0.493 or 49.3%. Partially, the two predictors showed a different contribution where the basic psychological need satisfaction contributed 4.9% and the mastery approach goal orientation contributed 44.4% to the self-regulated learning of the university students.Keywords: basic psychological need satisfaction, goal orientation, mastery approach, selfregulated learningAbstrak. Penelitian ini bertujuan untuk menguji secara empiris peranan kepuasan kebutuhan dasar psikologis dan orientasi tujuan mastery approach sebagai prediktor belajar berdasar regulasi diri mahasiswa. Subjek penelitian berjumlah 240 mahasiswa semester III, V, dan VII Fakultas Tarbiyah dan Keguruan di Universitas Islam Negeri Makassar yang berasal dari delapan prodi. Teknik pengambilan sampel menggunakan multi stage cluster random sampling. Instrumen penelitian yang digunakan adalah skala belajar berdasar regulasi diri, skala kepuasan kebutuhan dasar psikologis, dan skala orientasi tujuan mastery approach. Data dianalisis dengan menggunakan uji regresi berganda. Hasilnya menunjukkan nilai Fregresi = 115,303 dan nilai p < 0,001. Ini berarti bahwa hipotesis penelitian ini dapat diterima atau dengan kata lain kepuasan kebutuhan dasar psikologis dan orientasi tujuan mastery approach secara bersama dapat secara signifikan memprediksi belajar berdasar regulasi diri mahasiswa dengan sumbangan efektif sebesar R 2 = 0,493 atau 49,3%. Secara parsial, kedua variabel memberikan nilai kontribusi yang berbeda, dimana kepuasan kebutuhan dasar psikologis memberikan sumbangan efektif sebesar 4,9% dan orientasi tujuan mastery approach memberikan sumbangan efektif sebesar 44,4% terhadap belajar berdasar regulasi diri mahasiswa.Kata kunci: belajar berdasar regulasi diri, kepuasan kebutuhan dasar psikologis, orientasi tujuan mastery approach 1 Korespondensi mengenai isi artikel ini dapat dilakukan melalui: st.nurjannah@uin-alauddin.ac.id, asmalsa@ugm.ac.id

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The Development and Validation of Scales Assessing Students' Achievement Goal Orientations

Cited by 580 publications

References 36 publications

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Achievement Goals and Student Well-Being

Peranan Kepuasan Kebutuhan Dasar Psikologis dan Orientasi Tujuan Mastery Approach terhadap Belajar Berdasar Regulasi Diri

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