Goal Orientations

One purpose of this work was to study the relationship of goal orientations and the perceived motivational climate created by the coach in relation to 219 competitive Spanish tennis players': a) perceived improvement in different facets of the game, b) satisfaction with their competitive results, overall level of play, and coach, and c) ratings of their coach. The second purpose was to examine whether the dependent variables were best predicted by the perceived situationally emphasized goal structure created by the coach and/or the athletes' dispositional goal perspective. Intermediate (N=70), advanced (N=124), and professional (N=25) level players completed Spanish versions of the TEOSQ and the PMCSQ-2 and items assessing perceived improvement specific to tennis, satisfaction and coach ratings. The results were consistent with the tenets of goal perspective theory and provide further support for the promotion of a task involving atmosphere in sport.

In a historical revision of the achievement goal construct, Elliot (2005) recognized that there is little consensus on whether the term “goal” in “achievement goal orientations” (GO) is best represented as an “aim”, as an overarching orientation encompassing several “aims”, or as a combination of aims and other processes -self-regulation, etc.-. Elliot pointed also that goal theory research provides evidence for different models of GO. As there were no consensus on these issues, we decided to get evidence about the nature and structure of GO, about the role of gender differences in the configuration of such structure, and about relations between GO, expectancies, volitional processes and achievement. A total of 382 university students from different faculties of two public universities of Madrid (Spain) that voluntarily accepted to fill in a questionnaire that assessed different goals, expectancies and self-regulatory processes participated in the study. Scales reliability, confirma...

background
Although the three-dimensional Vedic personality model
(Triguna) and self-compassion have been linked with
a variety of life outcomes, little is known about their interplay
in shaping goal orientations. We explored the interrelationships
and interplay of the Triguna (Sattva, Rajas
and Tamas) with positive and negative self-compassion in
shaping the goal orientations of Indian students.
participants and procedure
Using convenience sampling, 190 males (M = 20.13, SD = 2.21)
and 187 females (M = 19.88, SD = 1.81) were assessed on selfreport
measures. Data were analysed using correlational
statistics, factor analysis and path analysis.
results
Factor analyses supported our speculation that the Self-
Compassion Scale is best represented by a two-factor
model (positive and negative). Positive self-compassion and
Sattva Guna showed positive correlations with mastery and
performance goals while negative self-compassion showed
an opposite pattern. Rajas and Tamas Gunas were negatively
correlated with mastery and positively with performance
goals. Gender, Sattva Guna and positive self-compassion accounted
for significant variance in mastery while gender,
Sattva and Rajas Gunas and negative self-compassion contributed
to performance-approach. Sattva Guna and selfcompassion
(positive and negative) contributed significantly
to performance-avoidance. Path analysis revealed direct
as well as indirect effects of the three Gunas on the goal orientations
through positive and negative self-compassion.
conclusions
The Triguna personality and two-factor conceptualization
of self-compassion evinced their relevance in understanding
the goal orientations of Indian students. Re-conceptualization
of the Self-Compassion Scale and its interplay
with Triguna personality dimensions in shaping the goal
orientations of students need further verification in diverse
and cross-cultural populations.

The purpose of this study was to investigate if there are significant relationships and gender differences among academic self-efficacy, self-concept, and goal oriented behaviors, and academic achievement of students. The target population was 1884 in Debre Markos higher education preparatory school in 2005 E.C. A sample size of 210 participants was selected using stratified and simple random sampling technique from the population based on the roster of record office. A self-report questionnaire was used to collect data on academic self-efficacy, self-concept and goal oriented behaviors while current semester examination marks were used to determine the average academic achievement scores for each participant. The instruments were administered after piloting to determine their suitability, validity and reliability. The Cronbach's alpha reliability coefficient after piloting was 0.862. The questionnaire was revised to improve the reliability coefficient. The data collected from the sample size were analyzed by Pearson product movement correlation coefficient and independent sample t-test. The hypotheses were tested at a = 0.05. The findings indicated a significant positive relationship between students' academic self-efficacy, self-concept and goal oriented behaviors, and academic achievement. The findings also indicated that there were significant gender differences in academic self-efficacy, self-concept, goal oriented behaviors and academic achievement scores of students. Thus, it was recommended that providing welcome orientations, counseling services, short-term training and selecting classroom models are some of the solutions need to be given a due attention from teachers and school counselors.

In a historical revision of the achievement goal construct, Elliot (2005) recognized that there is little consensus on whether the term “goal” in “achievement goal orientations” (GO) is best represented as an “aim”, as an overarching orientation encompassing several “aims”, or as a combination of aims and other processes -self-regulation, etc.-. Elliot pointed also that goal theory research provides evidence for different models of GO. As there were no consensus on these issues, we decided to get evidence about the nature and structure of GO, about the role of gender differences in the configuration of such structure, and about relations between GO, expectancies, volitional processes and achievement. A total of 382 university students from different faculties of two public universities of Madrid (Spain) that voluntarily accepted to fill in a questionnaire that assessed different goals, expectancies and self-regulatory processes participated in the study. Scales reliability, confirma...

This paper proposes to examine how priming approach and avoidance goal orientations moderates consumer goal-directed preferences for products and services. These effects are studied in the context of women's concern with visible signs of facial skin aging and the products, services and activities used to deal with it. Seven hundred female participants from Auckland were randomly assigned to one of the two conditions by receiving one of the two versions of a survey. The final sample was 203 (103 in the approach condition, 100 in the avoidance condition). MANOVA analyses indicated that women are likely to consider different means to deal with aging based on whether they are striving to prevent feared possible selves or to attain hoped-for selves. Underlying mechanisms, implications and future research directions are discussed.

One purpose of this work was to study the relationship of goal orientations and the perceived motivational climate created by the coach in relation to 219 competitive Spanish tennis players': a) perceived improvement in different facets of the game, b) satisfaction with their competitive results, overall level of play, and coach, and c) ratings of their coach. The second purpose was to examine whether the dependent variables were best predicted by the perceived situationally emphasized goal structure created by the coach and/or the athletes' dispositional goal perspective. Intermediate (N=70), advanced (N=124), and professional (N=25) level players completed Spanish versions of the TEOSQ and the PMCSQ-2 and items assessing perceived improvement specific to tennis, satisfaction and coach ratings. The results were consistent with the tenets of goal perspective theory and provide further support for the promotion of a task involving atmosphere in sport.

One purpose of this work was to study the relationship of goal orientations and the perceived motivational climate created by the coach in relation to 219 competitive Spanish tennis players': a) perceived improvement in different facets of the game, b) satisfaction with their competitive results, overall level of play, and coach, and c) ratings of their coach. The second purpose was to examine whether the dependent variables were best predicted by the perceived situationally emphasized goal structure created by the coach and/or the athletes' dispositional goal perspective. Intermediate (N=70), advanced (N=124), and professional (N=25) level players completed Spanish versions of the TEOSQ and the PMCSQ-2 and items assessing perceived improvement specific to tennis, satisfaction and coach ratings. The results were consistent with the tenets of goal perspective theory and provide further support for the promotion of a task-involving atmosphere in sport.

This paper is concerned with the exploration of the motivations of individual Italian and UK doctoral researchers dealing with the potential and challenges of the open Web in their doctoral journey. The paper takes cue from the peculiar situation experienced by current PhD candidates, who are challenged to act more as ‘doctoral researchers’ rather than as ‘doctoral students’ and are increasingly exposed to the unprecedented opportunities of the Web 2.0 tools and services for improving personal development and practicing innovative scholarly activities. The study assumes that the new learning scenarios for doctoral education should be more permeable to the emerging forms of knowledge production and distribution and should look at doctoral researchers’ current self-organized practices in the digital as an informed basis to critically innovate research training. Building on selected, qualitative findings drawn from a wider research, this paper provides a snapshot of drivers, hindrances...

The objective of this study is to see whether Immigrant (IM) and Spanish (National) students (SP) need different kinds of help from teachers due to differences in motivation, family expectancies and interests and classroom-motivational-climate perception. A sample of Secondary Students -242 Spanish and 243 Immigrants- completed questionnaires assessing goal orientations and expectancies, family attitudes towards academic work, perception of classroom motivational climate and of its effects, satisfaction, disruptive behavior and achievement. ANOVAs showed differences in many of the motivational variables assessed as well as in family attitudes. In most cases, Immigrant students scored lower than Spanish students in the relevant variables. Regression analyses showed that personal and family differences were related to student's satisfaction, achievement and disruptive behavior. Finally, multi-group analysis of classroom-motivational-climate (CMC) showed similarities and difference...

One purpose of this work was to study the relationship of goal orientations and the perceived motivational climate created by the coach in relation to 219 competitive Spanish tennis players': a) perceived improvement in different facets of the game, b) satisfaction with their competitive results, overall level of play, and coach, and c) ratings of their coach. The second purpose was to examine whether the dependent variables were best predicted by the perceived situationally emphasized goal structure created by the coach and/or the athletes' dispositional goal perspective. Intermediate (N=70), advanced (N=124), and professional (N=25) level players completed Spanish versions of the TEOSQ and the PMCSQ-2 and items assessing perceived improvement specific to tennis, satisfaction and coach ratings. The results were consistent with the tenets of goal perspective theory and provide further support for the promotion of a task involving atmosphere in sport.

This study empirically examines the longitudinal influences of salesperson goal orientations on performance trajectories during a planned change intervention that requires learning to answer two questions. First, what is the functional form of salespeople's performance trajectories during a period of change implementation? Second, why are some salespeople better at adapting to change than others? Polynomial growth models show that the average salesperson performance trajectory displays an initial decline, gradual recovery, and eventual restabilization. Salesperson learning orientation is related positively to larger initial declines, steeper recovery slopes, and higher restabilization levels. In contrast, performance orientation is related positively to smaller initial declines, but shallower recovery slopes and lower restabilization levels. The results suggest that successful implementation of planned change interventions largely depends on identifying and appreciating the heterogeneity of individual traits that share meaning with the change. The study has implications on what sales managers should expect in terms of performance losses and gains during change and how managers can predict which salespeople will reap the largest performance benefits from a change intervention.

Students’ social goals—reasons for engaging in interpersonal relationships with peers—are consequential
for students’ interactions with their peers at school and for their well-being. Despite the salience of peer
relationships during adolescence, research on social goals is generally lacking compared with academic
goals, and it is unknown how these social goals develop over time, especially among high school
students. The aim of the study was to assess trajectories of students’ social goals and to determine how
relevant individual and contextual variables predicted initial levels and trajectories of students’ social
goals. Participants were 9th through 12th grade students (N  526) attending a U.S. high school. Students
filled out surveys of their social goals (social development, social demonstration-approach, and social
demonstration-avoidance) 6 times across 2 school years. Nonlinear growth curve analyses and piecewise
growth curve analyses were used to assess trajectories of social goals across time. Students’ initial levels
of social goals differed based on their gender, grade level, prior achievement, and perceptions of
classroom goals structures and peer climate. Furthermore, despite substantial stability over time, the
shapes of these goal trajectories were predicted by students’ gender, grade level, and perceptions of
classroom goal structures and peer climate. In particular, students who perceived an increase in
performance-avoidance classroom goals maintained higher demonstration social goals and decreased in
developmental social goals over time, and students who perceived an increase in positive peer climate
decreased in demonstration-avoidance social goals. Implications and directions for future research on
social goals are discussed.