Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
63,919
result(s) for
"GOALS"
Sort by:
Goal Complexes: a New Approach to Studying the Coordination, Consequences, and Social Contexts of Pursuing Multiple Goals
Our understanding of multiple goals has been advanced through the lines of research that focus on their pursuit of academic achievement goals and of academic and social goals. These prior efforts, however, are not free from conceptual and methodological limitations. To further advance the field, we put this paper together with two purposes in mind. First, we propose a goal complex model as a new approach to studying the coordination, consequences, and social contexts of pursuing multiple goals. In doing so, we highlight the role of academic goals as the means towards pursuing social goals as the end goals. Second, we proffer a model that explains sociocultural influences on the development of social and academic goals as well as goal complexes. To this end, we highlight the role of parents, teachers, and classmates/peers in promoting students’ social and academic goals and in facilitating the formation of goal complexes through these key social agents’ influences on the students’ goal-related beliefs. Conceptual implications and methodological recommendations for future research on students’ multiple goals are discussed. Together, the goal complex approach and the sociocultural model we present in this paper provide the field with directions for future research that seeks to better understand students’ pursuit of multiple goals as they navigate complex sociocultural demands in their day-to-day tasks.
Journal Article
Does anxiety consistently affect the achievement goals of college students? A four-wave longitudinal investigation from China
The aim of this longitudinal study was to investigate the relationship between anxiety and achievement goals among college students in China. The study collected the anxiety levels and achievement goals of college students from the freshman to senior years and conducted a four-wave random intercept cross-lagged model to analyze their prospective relationship. The results showed that (1) Chinese college students continued to score higher on approach goals than on avoidance goals on average, indicating that they tended to accomplish their goals through effort rather than to avoid negative results; (2) Anxiety was significantly negatively correlated with mastery-approach goals yet positively associated with mastery-avoidance goals and performance-avoidance goals over the four academic years; and (3) Anxiety among freshman students exerted significant positive effects on their mastery goals during the sophomore year, whereas high levels of anxiety during the sophomore year generated more avoidance goals during the junior year, and anxiety in the junior year led to fewer approach goals during the senior year. Furthermore, performance-avoidance goals had persistent effects on anxiety symptoms among college students. This study suggests that it is necessary to distinguish the heterogeneous effects of anxiety on achievement goals during different academic years. Students in the freshman year should maintain proper levels of anxiety to promote their pursuit of mastery goals; nevertheless, anxiety among sophomores and juniors should be approximately alleviated to reduce their avoidance goals and generate more approach goals.
Journal Article
Personal sustainability practices : faculty approaches to walking the sustainability talk and living the UN SDGs
\"Personal Sustainability Practices is a collection of 19 academic and practitioner perspectives on the topic of faculty personal sustainability. The book addresses the issues of whether, how, where, and when faculty who teach, research, consult, and perform academic and community service are and need to be practicing and communicating their own sustainability behaviors to students and other stakeholders. The contributors represent multiple countries, disciplines, academic levels and affiliations, and orientations on those issues and on the 17 United Nations Sustainable Development Goals related to their personal sustainability practices.\"-- Provided by publisher.
Book
A New Look at Multiple Goal Pursuit: the Promise of a Person-Centered Approach
The current study reviewed and synthesized studies employing a person-centered approach to studying achievement goals. Towards this end, a common labeling scheme was developed for goal profiles. Ten profile types were identified across studies and compared via meta-analytic techniques in terms of academic motivation, social/emotional well-being, engagement, and achievement. Two theoretically relevant profiles—Mastery High and Approach High—were relatively common and adaptive across all outcomes; the Performance/Work Avoidance Low profile was also generally adaptive. The Average All Goals and Low All Goals profiles, conversely, were consistently maladaptive. The pursuit of performance-approach, performance-avoidance, or work-avoidance goals alone was rare and generally maladaptive except with respect to achievement. Supplementary moderator analyses revealed that school level and goal model—but not analytic technique—were important variables to consider regarding both the prevalence and adaptive nature of goal profiles. This research synthesis provides insight into longstanding debates within the achievement goal literature and highlights the potential of person-centered analyses to complement findings from more predominant variable-centered research.
Journal Article
Alternative development strategies for the post-2015 era
\"The global economic crisis of 2008-2009 exposed systemic failings at the core of economic policy making worldwide. The crisis came on top of several other crises, including skyrocketing and highly volatile world food and energy prices and climate change. This book argues that new policy approaches are needed to address such devastating global development challenges and to avoid the potentially catastrophic consequences to livelihoods worldwide that are likely to result from present approaches. The contributors to the book are independent development experts, brought together by the UN Commiittee for Development Policy, an advisory body of the Economic and Social Council, to identify a development strategy capable of promoting a broad-based economic recovery and at the same time guaranteeing social equity and environmental sustainability both within countries and internationally. This new development approach seeks to promote the reforms needed to improve global governance, providing a more equitable distribution of global public goods. The contributors offer a critical evaluation of past development experiences and report on their creative search for new and well-thought out answers for the future. They suggest that economic progress, fairer societies and environmental sustainability can be compatible objectives, but only when pursued simultaneously by all.\"--Page 4 of cover.
Book
The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis
Achievement goal theory has been a dominant motivation framework since the 1980s. The 3 × 2 achievement goal framework emerged in the literature in 2011. We aimed to conduct a systematic review with meta-analysis following the PRISMA guidelines of the 3 × 2 achievement goal research in education, sport, and occupation settings. We retrieved articles from searching EBSCOhost and Google Scholar platforms. Eligible articles contained the 3 × 2 achievement goal in education, sport, or occupation, were published in a peer-reviewed journal, and provided mean data or correlate data. We tested hypotheses concerned with (1) the overall pattern of achievement goal endorsement, (2) achievement goal differences by domain (education, sport) and compulsory nature of the domains or sub-domains, and (3) achievement goal relationships with correlates (e.g., learning strategies, motivations, performance). After screening, 56 articles met all inclusion criteria, providing 58 samples across education (n = 44), sport (n = 10), and occupation (n = 4) settings with 35,031 unique participants from 15 countries. Participants endorsed the task- and self-approach goals more than the counterpart avoidance goals, other-avoidance goals more than other-approach goals, and the intercorrelations and reliability coefficients were acceptable. Minimal impact results from examining within and across study bias statistics. Of importance, the domain (i.e., education, sport) and the compulsory nature of the domain or sub-domains (i.e., primary-secondary education, sport) moderated goal endorsement (group mixed-effects p < 0.05, g values medium to very large). These groupings also moderated the other goal differences. Concerning our correlates analyses, most meta-analyzed correlations among the achievement goals and correlates were small in meaningfulness with the largest correlations (0.30–0.42) between the approach goals merged and the task- and self-approach goals and facilitative learning strategies and desired motivations. In conclusion, the 3 × 2 achievement goals literature is diverse. Furthering the study and application of this model requires overcoming inherent limitations (i.e., consistent response scale sets), teasing out differences between the task- and self-goals, measuring performance outcomes, and cross-cultural collaborations.
Journal Article