Language learning research in Japan has categorized students’ motivational orientations as multifaceted and leaning towards extrinsic orientations. Meanwhile, as self-determination theory correlates intrinsic motivation to academic success, we argue that enhancing intrinsic motivation is necessary to foster autonomous learners. Many studies categorize motivational orientations, but rarely, have...

The present research used correlational and experimental methods and two well-established social comparison paradigms to integrate and extend prior research from the achievement goal and social comparison literatures. In Study 1, a general disposition to engage in social comparison was positively correlated with each type of goal in the 2 × 2 model of achievement goals, suggesting that the desi...

a r t i c l e i n f o This study examined the relations between perceived parenting styles, goal orientations, and academic achievement among Chinese students. A survey was conducted among 339 university students in Hong Kong to collect information on their perceptions of parenting styles, goal orientations, and grade point averages. Using structural equation modeling, the results suggested tha...

The present study evaluates the relations between achievement goals, emotions, learning strategies, and performance as informed by Pekrun’s control-value theory of emotions. Undergraduates from various disciplines (N 203) completed domaingeneral, self-report measures in the fall and winter semesters with sessional GPAs evaluated over a 2-year period. Results from cross-lagged and latent growth ...

BACKGROUND Research has shown that motivation is a key factor in the learning process as well as in school achievement. In essence, a number of researchers have highlighted the close link between motivation and achievement-related behaviours such as effort. AIMS The present study aims to acquire more specific information concerning the relations between competence beliefs, utility value and a...

The achievement of common goals through voluntary efforts of members of a group can be challenged by the high temptation of individual defection. Here, two-person one-goal assurance games are generalized to N-person, M-goal achievement games in which group members can have different motivations with respect to the achievement of the different goals. The theoretical performance of groups faced w...

Previous studies of achievement motivations have focused on the patterns of self-attribution with little consideration of the effects of achievement goals. In the present study, the authors investigated Taiwanese students’ self-attribution for achievement goals mainly on the basis of autonomous interest (i.e., personal goals) and on social expectation (i.e., vertical goals). The authors adminis...

Students’ emotions are known to influence learning and motivation while working with agent-based learning environments (ABLEs). However, there is limited understanding of how Pedagogical Agents (PAs) impact different students’ emotions, what those emotions are, and whether this is modulated by students’ individual differences (e.g., personality, goal orientation). Such understanding could be us...

Recent research into motivation and achievement behaviour in sport has focused on achievement goal theory. This theory states that two goal orientations manifest themselves in achievement contexts and impact on the motivation process. These two goals have been defined as 'task' and 'ego' goal orientations. This paper traces the development of the Perception of Success Questionnaire as a measure...

Prior work has found that the type of learning activity (direct instruction or invention) interacts with achievement goals (mastery or performance-oriented) such that invention tasks can help facilitate mastery goal adoption and knowledge transfer (Belenky & Nokes, 2009). In the current study, we investigated how robust the effect is, and whether explicit manipulations of the task goals can pro...