• Title/Summary/Keyword: achievement goal

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The relationship of Achievement Goal and Academic Achievement in Department of Occupational Therapy Students for Learner Centered Education Approach (학습자중심 교육 접근을 위한 작업치료학과 학생의 성취목표 지향성과 학업성취의 관계)

  • Hwang, Ki-Cheol;Ro, Hyo-Lyun
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.11 no.6
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    • pp.2138-2143
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    • 2010
  • The purpose of this study was to investigate the relationship of academic achievement and the achievement goal of students of Department of occupational therapy in Gyeongnam Province. 106 students in the department of occupational therapy filled out a questionnaire. For this study, Elliot & Church's Achievement Goal and GPA were used. The achievement goal was subdivided into the mastery goal, the performance approach goal, and the performance avoidance goal. The GPA from the previous semester was used. The results of this study were as follows. Female students received higher grades on all of the Achievement Goals than male. The results of the performance approach goal decreased as the students' class seniority increased. The performance approach goal showed academic achievement correlated positively with performance approach, but correlated negatively with the performance avoidance goal. The negative achievement goal got lower as the seniority of students increased. On the basis of these results, an educational approach is necessary for the positive achievement goal where an understanding of the students' individual characteristics are account for in the achievement goal.

The Relationship of Parental Academic Achievement Pressure to Self-efficacy of Elementary Students : Mediation Effects of Achievement Goals (부모의 학업성취압력이 초등학생의 자기효능감에 미치는 영향 : 목표지향성의 매개효과를 중심으로)

  • Lee, Su Jin;Cho, Sang Chul;Heo, Il Beom
    • Korean Journal of Child Studies
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    • v.29 no.3
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    • pp.289-301
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    • 2008
  • The present study examined the relationship between parental academic achievement pressure and self-efficacy mediated by student's achievement goal orientation among elementary school students. The 638 participants were fifth graders living in a metropolitan area. Analyses revealed that children who were high both in performance-goal and mastery-goal orientation reported highest perceived parental academic achievement pressure and self-efficacy. Performance-goal orientation played a mediation role in the relationship between parental academic achievement pressure and self-efficacy, while mastery-goal orientation did not. The limitations of the present study and suggestions for future research were discussed.

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The Effects of Emotional Intelligence and Achievement Goal Orientation on Career Maturity of the Elementary Scientific Gifted Students (초등과학영재의 정서지능과 성취목표지향성이 진로성숙도에 미치는 영향)

  • Lim, Hyeon-Ji;Choi, Sun Young
    • Journal of Korean Elementary Science Education
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    • v.35 no.3
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    • pp.316-325
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    • 2016
  • The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

Effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement (성취목표지향성과 자기조절학습전략이 학업성취도에 미치는 영향)

  • Lee, Sook-Jeong;Shin, Kyoung-Hee
    • Journal of Digital Convergence
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    • v.11 no.12
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    • pp.829-834
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    • 2013
  • This study intended to find out an efficient teaching-learning method by identifying the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement in class. This study analyzed the relationship between the achievement goal directivity and the average and standard deviation of self-regulated learning strategy as well as the relationship between the achievement goal directivity and the learning achievement of self-regulated learning strategy and also analyzed the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement, based on the result of survey targeting 133 university students attending the Department of Social Welfare. The findings show that the higher the tendency of achievement goal directivity and self-regulated learning ability, the higher the academic performance, which means that it is necessary to resolve any anxiety through motivation control training and mentoring learning for academic achievement of students and inducing their proactive participation in class.

An Empirical Study on Career Maturity, Achievement Goal, Learning Attitude and Academic Achievement of Middle School Students : Focused on Subjects-Related Career Education (중학생의 진로성숙도와 성취 목표, 학습 태도 및 학업성취도 실증적 고찰 : 교과연계 진로교육 경험을 중심으로)

  • Hahm, Seung-Yeon
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.5
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    • pp.616-626
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    • 2012
  • The purpose of this study is to verify career maturity, achievement goal, learning attitude and academic achievement relation with subjects-related career education of middle school students. To achieve these aims, this study used SELS(Seoul education longitudinal study) of Seoul Education Research & Information Institute. Also, analysis as well as descriptive statistics calculation on average, deviation, skewness and kurtosis of variable factor and calculated characteristic item and degree of reliability(Cronbach ${\alpha}$). For goodness of fit test, this study used TLI(Tucker-Lewis index) and RMSEA(Root mean square error of approximation). To achieve the ultimate objects, this study used LMA(latent mean analysis) for analysis of difference career maturity, achievement goal, learning attitude and academic achievement relation with subjects-related career education in middle school students. The results are as follows. First, experience relation with subjects-related career education were influenced on career maturity with career cognition. Second, experience relation with subjects-related career education were influenced on achievement goal, learning attitude, and larger than career maturity and academic achievement. Third, experience relation with subjects-related career education were influenced on middle school students more than inexperienced relation with subjects-related career education.

Product Hardness Preference According to Consumer Goal Achievement Status (소비자의 목표 달성 상태에 따른 제품 경도 선호)

  • Cho, Hyewon
    • The Journal of the Korea Contents Association
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    • v.22 no.9
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    • pp.322-327
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    • 2022
  • Based on goal-achievement and embodied cognition theories, this research investigates how goal-achievement status, which is specified into goal under-achievement, achievement, and over-achievement, influences one's preference for the degree of hardness (vs. softness) in products. The results reveal that consumers who have not yet reached or who just met their goals compared to those who over-achieved their goals want their products (e.g., pillows, mattresses, chairs) to be firm rather than soft. Existing embodied cognition studies have mostly focused on how physical experiences affect consumers' judgments and product preferences, whereas this research shows that consumers can automatically pursue physical experiences according to their goal achievement status.

Elementary School Students' Achievement Goal Orientation, Teacher Efficacy, and Teachers' Approaches to Instruction (초등학생의 성취목적, 교사효능감 및 교수전략 간의 관계)

  • Yoo, Jihyun;Lee, You Joung;Ahn, Doehee
    • Korean Journal of Child Studies
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    • v.29 no.3
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    • pp.239-252
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    • 2008
  • This study was to explore the causal relationship among teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation. Among the 278 6th grade students (average age: 12 years) who completed a self-report questionnaire during the second term, 230 (102 boys, 128 girls) returned the completed questionnaire (overall response rate : 82.7%). Measures of teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation were based on students' perceptions. Structural equation modeling tested relationships among the variables. Findings were that teacher efficacy influenced both students' achievement goal orientation and teachers' approaches to instruction. Teacher efficacy positively influenced teachers' mastery approach to instruction and students' mastery and performance approach goal orientations, whereas teacher efficacy negatively influenced teachers' performance approach to instruction.

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Statistics of Causal Relations among Performance Goal Orientation, Achievement Need, Self-handicapping Tendency and Learning Strategy in Chemistry Education (화학교과에서 수행목표지향성, 성취욕구, 자기핸디캡경향 및 학습전략 사이의 인과구조에 대한 통계)

  • Ko, Young Chun
    • Journal of Integrative Natural Science
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    • v.4 no.2
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    • pp.158-165
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    • 2011
  • Statistics by structural equation modeling techniques were used to assess a model of chemistry learning strategy based on performance goal orientation. In the optimal Model III of this research, Performance-approach goal was positively related to the use of learning strategy(p<.05) and achievement need(p<.05). Performance-avoidance goal was negatively related to learning strategy(p<.05) and was positively related to self-handicapping tendency(p<.15). Performance-approach goal affected learning strategy indirectly through achievement need(p<.05). Use of achievement need was positively related to learning strategy(p<.05) and self-handicapping tendency(p<.35). Self-handicapping tendency affected learning strategy negatively(p<.05). Implications of these findings for learning strategy in chemistry education are discussed.

Longitudinal mediation effect of mathematics class factors between goal perception and mathematics academic achievement on middle school students (중학생들의 목표인식과 수학학업성취도 관계에 대한 수학수업요인의 종단매개효과)

  • Jung, Hee Sun
    • The Mathematical Education
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    • v.58 no.1
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    • pp.21-39
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    • 2019
  • This study examines the longitudinal effect of goal perception, mathematics class factors(perceptions about mathematics teachers (PMT), mathematics classroom attitude), and mathematics academic achievement. This study consists of three research models. First, we examined the longitudinal change of goal perception, perceptions about mathematics teachers (PMT), mathematics classroom attitude, and mathematics academic achievement using latent growth curve modeling. Secondly, the slope of PMT is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Finally, the slope of mathematics classroom attitude is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Data were extracted from Seoul Education Longitudinal Study from 2010 to 2012 (in three waves), and the analysis used by middle school students, measured by 4163 students of the three-wave surveys. Latent growth modeling was applied to verify the research problems. The results of the research are as follows. First, the slope of goal perception had positive and significant effects on the slope of PMT and mathematics classroom attitude, respectively. Second, the slope of PMT and mathematics classroom attitude had positively significant effects on the slope of mathematics academic achievement. Finally, it was confirmed that the slopes of PMT and mathematics classroom attitude are critical mediators between the slope of goal perception and the slope of mathematics academic achievement.

The Preservice Elementary Teachers' Achievement Goal Orientations for Science Teaching and Their Science Teaching Efficacy Belief (초등학교 예비교사의 과학 교수 목표 지향성과 교수 효능감)

  • Jeon, Kyung-Moon
    • Journal of Korean Elementary Science Education
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    • v.30 no.4
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    • pp.504-513
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    • 2011
  • The preservice elementary teachers' achievement goal orientations(mastery/ability-approach/ability-avoidance/work-avoidance goal) for science teaching were measured. The student teachers(91 males and 127 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. The male students were more learning focused than were the females, while the female students reported stronger work-avoidance goal orientation than did the males. This study also examined how the preservice teachers' achievement goal orientations were related to their science teaching efficacy beliefs(personal science teaching efficacy belief/science teaching outcome expectancy). As expected, the results showed that there were significantly positive relationships between the mastery or ability-approach goals and science teaching efficacy beliefs, while the significantly negative relationships were found between the ability-avoidance or work-avoidance goal and personal science teaching efficacy belief. The educational implications and future directions were discussed.