A 2 x 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals was proposed and tested in 3 studies. Factor analytic results supported the independence of the 4 achievement goal constructs. The goals were examined with respect to several important antecedents (e.g., motive dispositions, implicit theories, socialization histories) and consequences (e.g., anticipatory test anxiety, exam performance, health center visits), with particular attention allocated to the new mastery-avoidance goal construct. The results revealed distinct empirical profiles for each of the achievement goals; the pattern for mastery-avoidance goals was, as anticipated, more negative than that for mastery-approach goals and more positive than that for performance-avoidance goals. Implications of the present work for future theoretical development in the achievement goal literature are discussed.

A 2 × 2 achievement goal framework

Examination of motivational dynamics in academic contexts within self-determination theory has centered primarily around both the motives (initially intrinsic vs. extrinsic, later autonomous vs. controlled) that regulate learners' study behavior and the contexts that promote or hinder these regulations. Less attention has been paid to the goal contents (intrinsic vs. extrinsic) that learners hold and to the different goal contents that are communicated in schools to increase the perceived relevance of the learning. Recent field experiments are reviewed showing that intrinsic goal framing (relative to extrinsic goal framing and no-goal framing) produces deeper engagement in learning activities, better conceptual learning, and higher persistence at learning activities. These effects occur for both intrinsically and extrinsically oriented individuals. Results are discussed in terms of self-determination theory's concept of basic psychological needs for autonomy, competence, and relatedness.

/pdf/intrinsic-versus-extrinsic-goal-contents-in-self-11ys9t4eg6.pdf

Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation

The purpose of this paper is to review and critique the variety of definitions, concepts, and theories of psychological resilience. To this end, the narrative is divided into three main sections. The first considers how resilience has been defined in the psychology research literature. Despite the construct being operationalized in a variety of ways, most definitions are based around two core concepts: adversity and positive adaptation. A substantial body of evidence suggests that resilience is required in response to different adversities, ranging from ongoing daily hassles to major life events, and that positive adaptation must be conceptually appropriate to the adversity examined in terms of the domains assessed and the stringency of criteria used. The second section examines the conceptualization of resilience as either a trait or a process, and explores how it is distinct from a number of related terms. Resilience is conceptualized as the interactive influence of psychological characteristics within the context of the stress process. The final section reviews the theories of resilience and critically examines one theory in particular that is commonly cited in the resilience literature. Future theories in this area should take into account the multiple demands individuals encounter, the meta-cognitive and -emotive processes that affect the resilience-stress relationship, and the conceptual distinction between resilience and coping. The review concludes with implications for policy, practice, and research including the need to carefully manage individuals’ immediate environment, and to develop the protective and promotive factors that individuals can proactively use to build resilience.

/pdf/psychological-resilience-a-review-and-critique-of-5553skhrq3.pdf

Psychological resilience: A review and critique of definitions, concepts, and theory.

The anterior cingulate cortex (ACC) has been shown to respond to conflict between simultaneously active, incompatible response tendencies. This area is active during high-conflict correct trials and also when participants make errors. Here, we use the temporal resolution of high-density event-related potentials (ERPs) in combination with source localization to investigate the timing of ACC activity during conflict and error detection. We predicted that the same area of the ACC is active prior to high-conflict correct responses and following erroneous responses. Dipole modeling supported this prediction: The frontocentral N2, occurring prior to the response on correct conflict trials, and the ERN, occurring immediately following error responses, could both be modeled as having a generator in the caudal ACC, suggesting the same process to underlie both peaks. Modeling further suggested that the rostral area of the ACC was also active following errors, but later in time, contributing to the error positivity (PE), and peaking at 200-250 msec following the ERN peak. Despite the inherent limitations of source localization, these data may begin to shed light on the timing of action-monitoring processes. First, the time course of caudal ACC activity follows the time course as predicted by the conflict theory of this region. Second, caudal ACC activity might be temporally dissociated from rostral ACC activity during error trials, which possibly reflects a separate, affective component of the evaluative functions of the ACC.

The Timing of Action-Monitoring Processes in the Anterior Cingulate Cortex

C. Midgley et al. (2001) raised important questions about the effects of performance-approach goals. The present authors disagree with their characterization of the research findings and implications for theory. They discuss 3 reasons to revise goal theory: (a) the importance of separating approach from avoidance strivings, (b) the positive potential of performance-approach goals, and (c) identification of the ways performance-approach goals can combine with mastery goals to promote optimal motivation. The authors review theory and research to substantiate their claim that goal theory is in need of revision, and they endorse a multiple goal perspective. The revision of goal theory is underway and offers a more complex, but necessary, perspective on important issues of motivation, learning, and achievement. In tins response. the authors dispel interpretation of their critical review of research on performance-approach goals as support for a dichotomous perspective of achievement goal theory. Second, the authors challenge the suggestion that accepting recent research findings and adopting a multiple goals perspective constitutes a theoretical revision of the assumption that mastery goals are always good and performance goals are always bad (J. M. Harackiewicz. K. E. Barron, P. R. Pintrich, P. R. Elliot, & T. M. Thrash. 2002, p. 643). The authors make a distinction between developments that contribute to the explanatory power of the theory and value-laden interpretations of theory and research. The authors argue that phrasing the latter in terms of the former is misleading and that it masks the necessity for a critical discussion over the desired purposes in different types of achievement contexts.

Revision of achievement goal theory: Necessary and illuminating.

Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task × Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive knowledge and skills, self-concept, perceptions of control, attitudes, emotions, and motivation in the form of expectancy-value beliefs and achievement goal orientations are hypothesized. These person characteristics guide top-down self-regulation. At the Task × Person level, that is, the level at which SRL events take place, metacognitive experiences, such as feeling of difficulty, and online affective states play a major role in task motivation and bottom-up self-regulation. Reciprocal relations between the two levels of functioning in SRL are also posited. The implications of the MASRL model for research and theo...

Interactions of Metacognition with Motivation and Affect in Self-Regulated Learning: The MASRL Model.

Research in the field of metacognisor a multifacted phenomenon is in the main fragmental without much theoritical integration of the findings related to its various facets. Moreover, metacognition is usually conceived of as an induvidual and conscious process that serves the regulation of cognition. However, there is gnosing evidence that metacognition also fractors at a nonconscious level, is involved in the co-regulation of cognition in collaborative settings, and interacts with affect in the self-regulation of behavior. Based on these considerations, a multifacted and moldlevel model of metacognition is proposed that broadens Nelson and Naren's entreceptualization of mutlicognition. The implications for theory and measurement of metacognition as well as for inserventions, involving metacongition are explored.

Metacognition Defining : Its Facets and Levels of Functioning in Relation to Self-Regulation and Co-regulation

https://users.ugent.be/~mvalcke/owk/metacognitie.pdf

Metacognition and Affect: What Can Metacognitive Experiences Tell Us about the Learning Process?.

Preface A. Efklides, R.M. Sorrentino. List of Contributors. Part One: Achievement and task-related motivation. 1. Delimiting and integrating achievement motive and goal constructs T.M. Thrash, A.J. Elliot. 2. How to combine intrinsic task-motivation with the motivational effects of the instrumentality of present tasks for future goals W. Lens. 3. The role of perceived instrumentality in student motivation H. Creten, et al. 4. Experimentally induced effects of goal distance in time on the relations between achievement motives, future time orientation and indications of performance in sports T.O. Thomassen, et al. 5. Motivation, performance and satisfaction at school: The significance of the achievement motives - autonomy interaction D. Cock, H. Halvari. 6. Teaching and parenting styles related to children's achievement motivation and learning outcomes W. van Werkhoven, et al. 7. Mapping the domain of autonomy support: Five important ways to enhance or undermine students' experience of autonomy in learning A. Assor, H. Kaplan. 8. A model of motivational change in transition contexts J. MacCallum. 9. Learning in basic electricity: How do motivation, cognitive factors, and classroom climate influence achievement in physics? Ch. von Rhoneck, et al. 10. Goal orientations and action-control beliefs: A cross-cultural comparison among Croatian, Finnish, and Japanese students M. Niemivirta, et al. Part Two: Motivation, cognition, and self-regulation. 11. A theory of uncertainty orientation: The interplay of motivation, cognition, and affect R.M. Sorrentino,et al. 12. Overcoming defensive feedback seeking: The role of perceived ability and perceived control over assessed attributes Y. Trope, et al. 13. Changes in task orientation and self-evaluation across phases of a transition T.L. Chartrand, et al. 14. A functional approach to motivation: The role of goal-enactment and self-regulation in current research on approach and avoidance J. Kuhl. 15. Motivation, information processing and performance: Effects of goal setting on basic cognitive processes J. Wegge. 16. Metacognitive experiences in problem solving: Metacognition, motivation, and self-regulation A. Efklides. 17. The effects of general success-related beliefs and specific metacognitive experiences on causal attributions P. Metallidou, A. Efklides. 18. Optimism as a moderator of the effect of state orientation on the evaluation of negative life events B. Bossong. 19. Genetic vs. environmental determinants of traits, motives, self-referential cognitions, and volitional control in old age: First results from the Munich Twin Study (GOLD) U. Geppert, F. Halisch. 20. Motives, personal goals, and life satisfaction in old age: First results from the Munich Twin Study (GOLD) F. Halisch, U. Geppert. Subject Index.

Trends and prospects in motivation research

. This article brings to the fore the sociocognitive aspect of metacognition and processes involved in coregulation. We argue that coregulation in a learning situation that involves the interaction of teachers and students or peers is based on awareness of the partners' cognition, metacognition, affect, and motivation, as well as interpersonal perception processes and/or interpersonal relational control processes. One aspect of metacognition, particularly relevant to coregulation of learning, is metacognitive experience, i.e., how the interacting partners feel and what they think about the task at hand. Awareness of one's own and the other's cognition and of metacognitive experiences is necessary for metacommunication control processes. Evidence from two independent studies suggests that there can be misperception of the interacting partners' metacognitive experiences because of “theory-driven” conceptions of the other person or lack of metacognitive coregulation because of the prevalence of relat...

Anastasia Efklides

Papers

Interactions of Metacognition with Motivation and Affect in Self-Regulated Learning: The MASRL Model.

Metacognition Defining : Its Facets and Levels of Functioning in Relation to Self-Regulation and Co-regulation

Metacognition and Affect: What Can Metacognitive Experiences Tell Us about the Learning Process?.

Trends and prospects in motivation research

Social Interaction - What Can It Tell Us about Metacognition and Coregulation in Learning?