Goal Orientation

The aim of the present study was to identify dominant goal orientation patterns in university students, define their motivational profiles and their reading strategy use. The results of cluster analysis showed that four groups of students could be differentiated according to their goal orientation: mastery, mastery-performance, performance-work-avoidance, and work-avoidance goal orientation groups. Groups with high mastery orientation had more adaptive motivational profile and more adequate reading strategy use than groups with high work-avoidance orientation.

This paper explores the topic of "ends" in John Dewey's educational theories. It deals with the shift from "capacity" to "potentiality" in Dewey 1 conception of the learner, revealing that Dewey became aware flaws in his "Democracy and Education" and sought to correct them. One of the motivations behind much of his later work was developing a more adequate understanding of the relationship of individual powers and educational ends. Dewey's shift to the conception of "ideal ends" was addressed in his metaphysical exploration of the topic of ends, the shift from the notion of capacity to the notion of potentiality, and the development of a theory of imagination and philosophical vision which increases the importz.nce of art in practical affairs. Interpretation of Dewey's later works leads to the conclusions that each individual has a multitude of potentialities which become operational only when opportunities are available for exposure to specific features of the environment, that each individual has the obligation of imagining the ideal ends which are pertinent to both personal and environmental conditions, and that the schools' challenge is to help youngsters increase their ability to imagine pertinent ideal ends. (Contains 11 references.) (JDD) *

One important factor related to ill-structured problem-solving success is intrinsic motivation, that is, students' willingness to persist in solving the problem. Goal orientation, a motivational variable, explains reasons why students engage in the activity because they want to either learn or perform. This study investigated the relationship between these two types of goal orientations and their effects on motivation and problem solving by varying three instructional contexts designed to promote one of the two orientations. Heterogeneous and homogeneous peer grouping based on self-efficacy was also predicted to affect intrinsic motivation and problem solving. The results indicated that students in the learning-oriented context had significantly higher intrinsic motivation than those in the performance-oriented context. Students in the heterogeneous peer group had higher scores on monitoring and evaluating problem-solving subskills than those in the homogeneous peer groups. Learning-goal orientation and solution development were significantly related when students participated in the learning-oriented, heterogeneous peer grouping treatment group.

Residual hand use in functional tasks, extent of laterality, and right or left preference were studied in 145 2-to 24-year-old, postregression Australian subjects with Rett syndrome via parent questionnaire. Hand use was markedly restricted, more for complex than simple and for external (touching food and objects) than internal tasks (scratching, rubbing eyes), suggesting a deficit in cerebral control of external, goal-oriented hand use, which is perhaps genetically determined because there is significantly greater restriction of external tasks in subjects with demonstrated MECP2 mutations. Overall, 33.6% of patients were reported with a left-hand preference, 40.7% with a right-hand preference, and 25.7% with an equal hand preference. Extent of laterality was greater for external than internal and for complex than simple external tasks. Older subjects showed less functional hand use and possibly more overall laterality. However, their hand preference was similar to younger subjects. The anomalous pattern of hand preference in Rett syndrome may be linked to the primary apraxic deficit in this disorder rather than to late manifestation of laterality

Review of Educational Research Summer 1993, Vol. 63, No. 2, pp. 167-199 ... Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change ... Paul R. Pintrich, Ronald W. Marx, and Robert A. Boyle ...

The initial step of any software engineering methodology is to form requirements. Recently, a goal-oriented approach to requirements has been proposed and argued to be beneficial. Goals also play a key role in the implementation of proactive software agents. However, although some agent-oriented software engineering methodologies have incorporated (aspects of) goal-oriented requirements engineering, and although they target agent platforms that provide goals as an implementation construct, none of the methodologies provide a goal-oriented design process. We present three modifications to the Prometheus methodology which aim to make it more goal-oriented in its design phases: we introduce a goal coupling diagram, as an adjunct to the existing data coupling diagram; we modify the temporal design artefacts to include goals; and we introduce a number of goal-related consistency checks. Finally, we report on an experimental evaluation comparing the effectiveness of the original and refined methodologies.

Individualized drug dosage regimens cannot be developed without first setting an individualized, specific goal for each patient. Serum drug concentrations have commonly been described in terms of therapeutic ranges in which most patients have a therapeutic effect and a low incidence of toxicity. It is generally held that the serum concentrations of patients should be within this therapeutic range. Clinicians look at serum concentrations to see if they are in the socalled therapeutic range, and often adjust the dose if they are not. However, they often do this without looking carefully to see if the patient is tolerating that concentration or not, or if a higher or a lower level might actually be more desirable. Often, if the level is "therapeutic", that is the end of the analysis, and no further thought is given as to whether or not a different serum level might be better. In addition, there is definitely a greater effect of the drug at the top of the therapeutic range than at the bottom, and it increases steadily throughout the range. This is often not considered clinically. 20 10 0 0 50 100 THERAP EFFECTS TOXIC EFFECTS

The purpose of this action research study was to restructure and implement an effective middle school advisory model. This was conducted at a Middle School in Painesville Township, Ohio consisting of approximately 800 students. In order to meet Adequate Yearly Progress and adapt to the changes of the 21 st century, a way to help the school progress was recognized by restructuring the 25 minute advisory period. An affective-academic-housekeeping program was applied with the idea of shifting from a heavily social-emotional focus during the first semester to a heavily academic focus during the second. A sample was selected, known as the experimental group, consisting of 250 sixth and seventh grade students. There was a comparison made to a control group within the same school. The study showed positive impacts on attitude, behavior, attendance and academic success.

When developing BDI agent-based systems, some design patterns such as incompatible intentions, multiple strategies, intention decomposition, etc. would be very useful for specifying some desired agent behaviours. As BDI agent programmers, our desire would be to have a framework that natively supports such common patterns. The PRACTIONIST framework provides a goal-oriented approach for developing agent systems according to the BDI model. In this paper we first describe the goal model of PRACTIONIST agents and how they use such a model to reason about goals during their deliberation process and means-ends reasoning. Then, we show how some useful BDI agent patterns can be directly and actually implemented with our framework, which natively supports such designlevel solutions. In other words, in our framework we wanted to solve some common design problems, by providing some built-in solutions that programmers can easily adopt when developing their intentional agents.

Indices of marital discord and mother-child affective processes were used to predict levels of negativity children displayed with unfamiliar peers. Thirty-nine mothers and their 5-year-olds were observed with 5-7 other mother-child dyads during a 30-minute free play session. Mother and child negativity were coded and two types of marital discord were assessed via mother self-report: affiliative discord (e.g., distress due to the lack of affiliative behaviors in the marriage) and instrumental discord (e.g., disagreements about the accomplishment of marital tasks, such as finances, time management, and goal setting). Affiliative discord was found to relate to the child's negativity with unfamiliar peers, but instrumental discord was not. Furthermore, maternal negativity moderated the link between marital discord and child's negativity with peers, such that high levels of affiliative discord combined with heightened maternal negativity was associated with child negativity. Practical implications are discussed.

This study analyzed the factors that affect student success in an online computer programming course. The study had two with two main objectives. The first was to examine relationships among selected variables (gender, age, educational level, locus of control, and learning style), motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, control beliefs, task value, self-efficacy, and test anxiety), selfregulated learning components (cognitive strategy use, self-regulation), and student success in the online course. The second objective was to examine course instructors' views about the factors that contribute to the students' success in the online course. The study sample consisted of two course instructors and 80 voluntary participants who partook in this online course in [2005][2006]. Both quantitative and qualitative methods were used to collect relevant data in this study. Four online questionnaires (Demographic Survey, Internal-External Locus of Control Scale, Learning Style Inventory, and Motivated Strategies for Learning Questionnaire) were used to gather data on quantitative variables, and semi-structured interviews were conducted to gather data on instructors' views. The statistical results indicated that the effect of the selfregulation variables on students' success was statistically significant, and the interview results indicated that successful students generally used self-regulated learning strategies in the online course.

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.

Through the use of longitudinal survey data the change of achievement goal orientations was tested in a sample of middle school students in mathematics as they moved from sixth to seventh grade. Achievement goals include task goals and performance goals, with the partitioning of performance goals into approach and avoidance components. Results indicate that all goal orientations were moderately stable over time. Task goals in sixth grade positively predicted academic efficacy in seventh grade. Performance-approach goals in sixth grade positively predicted performance-avoid goals in seventh grade. Multiple regression and multi-sample analyses revealed that the path from performance-approach goals to performance-avoid goals was significant only among students reporting high academic efficacy before the transition. The results suggest that individuals who feel efficacious in math while endorsing a performance-approach goal orientation may be particularly vulnerable to adopting maladaptive performance-avoid goals over time and with change in circumstances.

Background: Asthma is the most common chronic illness among children and accounts for 1 in 5 of all child GP consultations. This paper reviews and discusses recent literature outlining the growing problem of physical inactivity among young people with asthma and explores the psychosocial dimensions that may explain inactivity levels and potentially relevant interventions and strategies, and the principles that should underpin them.

Background: Few studies have investigated transition programs and outcomes for young adults with disability as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences and outcomes for young adults following their recent transition from school into post-school life. Method: A mailed survey gathered statewide data from parents (N = 218) whose family member had completed schooling at secondary or special school. The majority of those participating were parents of young adults with intellectual disability and high support needs. Results: Findings detail school preparation for employment, community activities, and daily living; parent and student involvement in transition goal-setting; and post-school outcomes for young adults and their families. Conclusions: Parental reflections on family adjustment and life satisfaction for the young adult since leaving school highlight the lack of post-school options, and the impact of these circumstances on the whole family.

In this article, the authors present an overview of a Web-based electronic system for behavioral-progress monitoring. Behavioral-progress monitoring is necessary to evaluate responsiveness to behavioral interventions, the effects of positive behavioral support, and the attainment of individualized education program goals and objectives. The authors provide a conceptual overview for a criterion-referenced behavioral-progress monitoring program referred to as the electronic daily behavioral report card (e-DBRC) system. Moreover, they describe the scaling and report card generation approach used by the e-DBRC system for behavioral-progress monitoring, and discuss research and practice issues regarding the e-DBRC system.

Although there is increasing focus on provider behavior change as an outcome of continuing medical education (CME), it has long been known that an increase in knowledge alone is rarely sufficient to induce such change. The Personal Learning Plan (PLP), designed to motivate and assess CME learning, was partly derived from SMART goals (specific, measurable, attainable, realistic, and timely), a concept well supported as a strategy to promote behavior change. The goal of this study was to explore the relationship between SMART goals developed after attending a CME conference and subsequent provider behavior change, using the PLP as a tool.

This paper reports on the results of a planning grant that studied the effects of a highly rated curriculum unit on a diverse student population. The treatment was introduced to 1500 8 th grade students in five middle schools selected for their ethnic, linguistic, and socio-economic diversity. Students were given pre-, post-and delayed posttests on a Conservation of Matter Assessment and measures of motivation and engagement. This quasi-experiment found statistically significant posttest results for achievement, basic learning engagement, and goal orientation. Analysis of disaggregated data showed that subgroups of students in the treatment condition outscored their comparison group peers (n =1500) in achievement in all cases, except for students currently enrolled in ESOL.

This study investigated expectancy-value predictors for experiencing shame from test feedback and the possible consequences of these shame reactions. Those who experienced shame included a broader range of students than previously thought, including some high achievers who had high self-perceptions of competence. Main expectancy-value predictors of shame were lower self-efficacy ratings and higher intrinsic as well as extrinsic goal orientations. Also, although having important future goals for which the course had instrumental value was not predictive of inducing shame, such goals appeared to exert influence on whether a person would be resilient from a shame reaction with increased motivation, motivated behavior, and higher academic exam scores. If students believe they have the capabilities and are committed to a clear future goal for which the course grade or course information is relevant, then a shame reaction may be a warning signal that current actions are not in line with future goal attainment. For these students, a personal evaluation of goal commitment may result in increased motivated behavior.

Achievement goal theory has emerged as a major new direction in motivational research. A distinction is made among conceptually different achievement goal orientations including the goal to develop ability (task goal orientation), the goal to demonstrate ability (ability-approach goal orientation), and the goal to avoid the demonstration of lack of ability (ability-avoid goal orientation). Scales assessing each of these goal orientations were developed over an eight year period by a group of researchers at the University of Michigan. The results of studies conducted with seven different samples of elementary and middle school students are used to describe the internal consistency, stability, and construct validity of the scales. Comparisons of these scales with those developed by Nicholls and his colleagues provide evidence of convergent validity. Confirmatory factor analysis attests to the discriminant validity of the scales.

The Internet of Things (IoT) is the logical further development of today's Internet. Technological advancements lead to smart objects being capable of identifying, locating, sensing and connecting and thus leading to new forms of communication between people and things and things themselves. Ambient Assisted Living (AAL) encompasses technical systems to support elderly people in their daily routine to allow an independent and safe lifestyle as long as possible. Keep In Touch (KIT) uses smart objects and technologies (Near Field Communication and Radio Frequency Identification) to facilitate telemonitoring processes. Closed Loop Healthcare Services take use of KIT technology and are capable of processing relevant data and establishing communication channels between elderly people and their environment and different groups of care-givers (physicians, relatives, mobile care providers). The combination of KIT technology (smart objects) and Closed Loop Healthcare Services results in an applied IoT infrastructure for AAL scenarios. Already applied IoT and AAL applications in telemonitoring and medication intake compliance projects show that these applications are useful and accepted by the elderly and that the developed infrastructure enables a new form of communication between people and people, people-topeople (P2P) communication. The personal communication between elderly people, their environment and relevant groups of care givers is an important aspect in AAL. Through the combination of KIT and Closed Loop Healthcare, a central AAL paradigm can be realized through the IoT, where the elderly live in their homes with smart objects, thus smart homes, communicating to the outside world in an intelligent and goal-orientated manner. (Abstract) eHealth; Pervasive Healthcare; Telemedicine; Near Field Communication (NFC); RFID (key words) I.

This paper examines the conceptual usefulness of distinguishing between two aspects of learning goals, namely direction and effort. This research builds upon and integrates three bodies of research related to self-regulation of learning, Boekaerts' work on the significance of cognitive, affective and motivational appraisals of study, Kuhl's notion of action control, and our previous work on qualitative differences in students' learning goals.

Rationale for the Movement to Music System Music therapy is the creative use of music and its elements by an accredited music therapist to restore, maintain, and improve mental, physical, emotional, and spiritual health. Music's structural, nonverbal and stimulating ...

Achievement goal theory suggests that the motivational processes operating in achievement settings such as PE are dependent on the achievement goals manifested in that setting. In this paper, research is reviewed examining the motivation-related correlates of task and ego (approach) goal orientations in physical education, namely (a) achievement-related beliefs (i.e., beliefs about the causes of success in and the purposes of PE, beliefs about the nature of physical ability), (b) affective responses (e.g., enjoyment), (c) self-determination (i.e., PE students' level of intrinsic motivation, extrinsic motivation, and amotivation), (d) behavioral strategies and skill development, and (e) level of physical activity engagement. r 2004 Elsevier Ltd. All rights reserved.

Utility-based control (UBC) hasn't been widely adopted for commercial game AI. Some of the reasons for this are that UBC is perceived to be: (1) resource intensive, (2) difficult to design complex behaviours with, and (3) difficult to scale for use in complex environments. This paper investigates these perceptions to see if UBC is suitable for controlling the behaviour of non-player characters in commercial games. The investigation compares agents using a UBC system against two control systems that are more frequently used in commercial games: finite state machines (FSMs), considered a simple control system, and goal-oriented action planning (GOAP), considered a complex control system. We present a case study which suggests that: (1) UBC is more resource intensive than FSMs and less than GOAP; (2) it was reasonably simple to create complex behaviours with UBC; (3) UBC didn't scale as well as FSMs or GOAP for use in complex environments.

People forget what they do not use. But attitudes "stick." Our article emphasizes the importance of students' attitudes toward statistics. We examine 15 surveys that purport to assess these attitudes and then describe the Survey of Attitudes Toward Statistics, a commonly used attitude survey. We present our conceptual model of Students' Attitudes Toward Statistics (SATS-M), which is congruent with Eccles and colleagues' Expectancy-Value Theory (Eccles' EVT), as well as others. The SATS-M includes three broad constructs that impact Statistics Course Outcomes: Student Characteristics, Previous Achievement-Related Experiences, and Statistics Attitudes. We briefly describe Eccles' EVT and other theories that support our SATS-M. We relate findings from research using the SATS to our model and end with implications for statistics education.

The purpose of this investigation was to examine the relationships among perceived motivational climate, individuals' goal orientations, and dispositional flow, with attention to possible gender differences. A sample of 413 young athletes, ages 12 to 16 years, completed the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2) and Perception of Success Questionnaire (POSQ), as well as the Dispositional Flow Scale. Task orientation was positively and significantly related to a perceived taskinvolving motivational climate and to the disposition to experience flow in the sport. Ego orientation was positively and significantly associated with a perceived ego-involving motivational climate and with dispositional flow. The perceptions of task-involving and ego-involving motivational climates were positively and significantly linked to general dispositional flow. Multiple regression analysis indicated that both task and ego goal orientations and perceived task-and ego-oriented climates predicted dispositional flow. Males displayed a stronger ego orientation, and were more likely to report that they participated in an ego-oriented climate, than did females. To the contrary, the females were more likely to perceive a task-oriented climate than did the males. No meaningful differences were found between males and females in general dispositional flow.

This study integrated four-factor goal orientation theory with goal setting theory, two related but separate research streams. 335 undergraduate business students participated by indicating their goal orientations, self-efficacy, and self-set goal for the semester. At the end of the semester, their final class grade was recorded. Results from the LISREL mediational model indicated that after controlling for ability, the four goal orientation variables differentially influenced self-efficacy, self

Finding and cultivating a sense of authentic self is an important life goal for emerging adults. In collectivist cultures, youngsters might need to distance themselves to fi nd and discover their authentic selves separate of the expectations of society and signifi cant others. Creating an autonomous time bubble that focuses on the present allows youngsters to forge a sense of personal meaning and authenticity that subsequently paves the way to reintegration into long-term life goals. The results focusing on Israeli emerging adults demonstrate that a sense of authentic self plays a central role in their well-being and socioemotional functioning.

Introduction. Two constructs that have received a great deal of attention in Educational Psychology research are Achievement Orientation and Identity Status. However, the relationship between these two constructs has not received the attention that the current researcher feel is warranted. The impetus for the current study is the paucity of research in this area.

Akademik motivasiya tədris və təlim prosesində mükəmməlliyə nail olmaq və tələbələrin nailiyyət qazanmasını təmin etmək üçün mühüm faktorlardan hesab olunur. Təhsilalanların müvəffəqiyyətini artırmaq üçün akademik motivasiyanın vacib komponentlərini müəyyən etmək və ona təsir edən amilləri müvafiq nəzəriyyələr çərçivəsində təhlil etmək lazımdır. Özünəinam, məqsədyönlülük və özünütəyinetmə kimi ən geniş yayılmış motivasiya nəzəriyyələrinə əsasən özünə güvənən və qarşısına dəqiq hədəflər qoyan tələbələr digərlərinə nisbətən təlim prosesində daha aktiv iştirak edir. Özünütəyinetmə nəzəriyyəsinə görə, bu cür tələbələr müstəqillik hiss etdikdə, öz səriştələrini çox yaxşı inkişaf etdirir və öyrənməyə daha motivasiyalı olurlar. COVID-19 pandemiyası nəticəsində onlayn təhsilə məcburi keçid bu kontekstdə də akademik motivasiyanın təhlilini labüd edir. Araşdırmalar göstərir ki, özünəinam, məqsədyönlülük, xüsusilə də özünü təyinetmə nəzəriyyələri ənənəvi təhsildə olduğu kimi, məsafədən (onlayn və distant) təhsildə də özünü doğruldur. Onlayn öyrənmə mühitində həm xarici, həm daxili motivasiya elementlərinin olması, müxtəlif sosial və kontekstual faktorlar, məsələn, müəllimlər, tələbə yoldaşları, tapşırıqlar, qiymətləndirmə metodları, müstəqillik və bacarıqlar tələbələrin öyrənmə motivasiyasına əhəmiyyətli təsir göstərir.


Academic motivation is the crucial factor determining the effectiveness of teaching and learning process. To enhance student motivation, it is important to identify the important components of motivation within the framework of common motivational theories. Among those constructs, self-efficacy, goal orientation, and most importantly, self-determination theories show that the learners with high self-efficacy and clear goal orientation are generally more successful and motivated in comparison with the others. According to self-determination theory, if students feel more autonomous in teaching and learning process, they discover their competency and can easily relate the learning material to the real world thereby feeling more motivated. Due to Covid-19 pandemic, the sudden shift to online distant mode of teaching necessitates the scrutiny of learner motivation in online environment. Studies reveal that common motivational theories are relevant in online distant education as well. In online context, both intrinsic and extrinsic motivations play a crucial role. Different social and contextual factors, such as teachers, peers, assignments, assessment methods, autonomy, and competency positively affect the academic motivation in online context.

... Domain Analysis Requirement and Assumptions identification Classifying Modeling ElaborationConflict Identification and Resolution Prioritization Specification ... 4.4. Conflict Management Contributions among goals (positive or negative) can be modeled and managed. ...

This paper proposes a new approach for creating conversation-based natural language interfaces to relational databases by combining goal oriented conversational agents and knowledge trees. Goal oriented conversational agents have proven their capability to disambiguate the user's needs and to converse within a context (i.e. specific domain). Knowledge trees used to overcome the lacking of connectivity between the conversational agent and the relational database, through organizing the domain knowledge in knowledge trees. Knowledge trees also work as a road map for the conversational agent dialogue flow. The proposed framework makes it easier for knowledge engineers to develop a reliable conversation-based NLI-RDB. The developed prototype system shows excellent performance on common queries (i.e. queries extracted from expert by a knowledge engineer). The user will have a friendly interface that can converse with the relational database.

Rapid increase in information sources in different formats, developments in technology and need for lifelong learning have drawn increased attention to needs for information literacy. Although information literacy is significant for students of all educational levels, it has become even more significant for e-learners. Therefore, this study explores learning strategies and motivational factors predicting information literacy self-efficacy of e-learning students. This study was carried out with 119 elearners using the Information Literacy Self-efficacy Scale and the Motivated Strategies for Learning Questionnaire. Results indicate that metacognitive, effort management, elaboration and critical thinking strategies, as well as control belief, predict different dimensions of information literacy self-efficacy.

This study investigated expectancy-value predictors for experiencing shame from test feedback and the possible consequences of these shame reactions. Those who experienced shame included a broader range of students than previously thought, including some high achievers who had high self-perceptions of competence. Main expectancy-value predictors of shame were lower self-efficacy ratings and higher intrinsic as well as extrinsic goal orientations. Also, although having important future goals for which the course had instrumental value was not predictive of inducing shame, such goals appeared to exert influence on whether a person would be resilient from a shame reaction with increased motivation, motivated behavior, and higher academic exam scores. If students believe they have the capabilities and are committed to a clear future goal for which the course grade or course information is relevant, then a shame reaction may be a warning signal that current actions are not in line with future goal attainment. For these students, a personal evaluation of goal commitment may result in increased motivated behavior.