Goal Orientation

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 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.

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.

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 ...

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. ...