Interactions and relationships involving goal attributes and goal types were examined to supplement previous studies of goal types alone. In previous studies, goal attributes such as positive-based incentive values had been found to be higher for intrinsic goals, mastery goals, and more difficult goals. Intrinsic goals and mastery goals were more positive-based than were extrinsic and performan...

If people's goals and evaluative standards were aligned, then individuals with mastery-based goals should, theoretically, primarily rely on temporal comparison information (i.e., on how they performed relative to before). In contrast, individuals with performance-based goals should rely on social comparison information (i.e., on how they performed relative to others). However, across three stud...

Due to the COVID-19 pandemic, adolescents have experienced limitations in their everyday activities. Consequently, mental health has become an area of concern. However, there been much less a focus on factors and mechanisms contributing how they approached various academic activities during pandemic. The current study fills this gap by investigating associations between adolescents’ competence ...

E-learning is a rapidly growing form of organizational learning and is being widely used to train and educate employees. However, the specific learner characteristics that lead to performance in an elearning environment are unclear. This study investigated this problem in corporate e-learning environments from an academic self-regulated learning (SRL) perspective. A causal model was introduced,...

The current research investigated the effects of differing feedback protocols in a Web-based worked example learning environment to determine if changes would occur over time in goal orientation, selfregulation, self-efficacy or achievement. Participants from an undergraduate chemistry course were assigned to either a norm-referenced or self-referenced feedback group to receive feedback in rela...

The present study was aimed at investigating the relationships between students’ perceived classroom achievement goals, school engagement and substance use in terms of smoking and drinking, and at investigating gender differences regarding these issues in a sample of 1,239 Norwegian 10 grade students. A multivariate analysis showed that motivational and affective school engagement was predicted...

Two experiments focused on examining the influence of mastery-avoidance goals on performance improvement, and more specifically, on mastery-avoidance goals grounded in an intrapersonal standard. That is, herein, mastery-avoidance goals entail striving to avoid doing worse than one has done before. Both experiments demonstrated that in a multiple-trial context, mastery-avoidance goals are delete...

Grounded in the theoretical framework of achievement goal theory and perfectionism theory, the purpose of this study was to examine how self-assessed perceived abilities covariance these variables among Norwegian football academy players. 140 adolescent football players participated, representing three football academies. Perceived competence was reported as equivalent to or better than others....

This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of st...