ABSTRACT
The ability to reengage with new attainable goals after major setbacks is a core self-regulatory trait linked to health and well-being. Yet little is known about the extent to which such goal reengagement capacities may shift over time in response to changing contextual circumstances. Using a nationally-representative sample of U.S. adults aged 18-80 (n = 293), the present 1-year study examined whether changes in opportunity to influence life circumstances (perceived control) were coupled with dynamic shifts in goal reengagement capacity for individuals who differed in their levels of control at pandemic onset. Results from multilevel models showed that within-person increases in perceived control during the pandemic predicted corresponding within-person increases in goal reengagement capacity. Moderation models showed that the positive within-person association between perceived control and goal reengagement was pronounced for individuals with lower levels of control at pandemic onset who may be particularly sensitive to periods of opportunity to pursue new attainable goals. Findings inform theories of personality and self-regulation in pointing to contextual circumstances under which goal reengagement capacity exhibits dynamic shifts in populations who differ in their perceived opportunities for control. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsThe positive impact of training can be enhanced if learners set appropriate goals at the outset. By opting to pursue a mastery goal, learners are likely to engage more with the deep learning strategies that are associated with a broader range of desirable outcomes for both learners and their organization.Originality/valueThe briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
ABSTRACT
With the transition to distance-learning at the beginning of the COVID-19 outbreak, several countries required parents and their children to remain at home, under lockdown. Many parents found themselves taking on additional responsibilities regarding their children's education. However, children do not always interpret their parents' intentions as they intended. This study investigated this complex relationship, showing that parents' emphases regarding science learning changed during the first COVID-19 lockdown and in parallel, the relations between these emphases and their adolescent children's goal orientation and self-efficacy toward science learning also changed. In 2019, one year before the COVID-19 lockdown, the children's mastery and performance orientations toward science, and their self-efficacy in science were significantly correlated with their parent's attitudes toward science. In 2020, shortly after the end of the first COVID-19 lockdown, these relations remained significant, but in addition the parents' emphasis on performance became a significant predictor of the children's mastery and performance orientations, and of their self-efficacy in science. A small increase in the children's performance orientation and self-efficacy in science was seen, and only a small decline in their mastery orientation toward science. These findings contrast with what the literature indicates is typical at this age, when there are no lockdown conditions.
ABSTRACT
The surprise by which the COVID-19 pandemic took the entire world during the early spring of 2020 is an overwhelming reminder of the inability of humans-regardless of their lifestyle, level of education, religious or spirituality beliefs, and political power-to predict the future. The essential role that future thinking plays in guiding human behavior has led to its examination in multiple areas of psychology, through varied terminology and diversified conceptualizations. Areas of psychology studying future orientation include developmental, social, and educational psychology, as well as personality and the psychology of motivation. Conceptualizations range from future time expansion and attitudes toward the future to multiple domain personal and national future hopes and fears. Drawing on the multiplicity of prospective representations, future orientation is conceptualized as the images individuals have regarding their future, as consciously represented and self-reported. The chapter presents an encouraging message about the resilience functions of future orientation for all youth, but particularly for those who are unable to rely on consistent support from meaningful relationships with close adults, as is the case with youth without families. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The current study explored the direct and interactive contributions of multidimensional measures of perfectionism and goal orientation in predicting patterns of identity-related self-processing for pre-COVID-19 and during-COVID-19 samples of traditional age (18–22 year old) emerging adult college students (N = 722). Regression models controlled for age, binary gender, and race, then tested the unique conditional effects and interactions between perfectionism and goal orientation in explaining variability in each of three identity processing styles. After controlling for multiple covariates and hypothesis tests, only a few effects were repeated between the two samples. Those results indicated that a growth-seeking goal orientation was predictive of an informational identity style whereas validation-seeking goal orientation was a significant predictor of diffuse-avoidant and normative identity processing styles. The overall findings suggested that fruitful targets for future intervention studies promoting healthy identity development during the college years might include reducing validation-seeking while strengthening growth-seeking motives. © 2023 Society for the Study of Emerging Adulthood and SAGE Publishing.
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This meta-analysis examines the correlation between goal orientation and related variables in online learning to examine the influence of individual goal orientation on online learning as well as the differences arising from diverse cultural backgrounds. The study analyzed 27 papers from 2000 to 2022, comprising 8 US and 19 Korean studies. The average effect size of goal orientation and related variables, such as learning satisfaction, self-efficacy, and task value, were also analyzed. In addition, moderating effect according to the country and type of goal orientation was examined to evaluate differences arising from cultures. It was found that learning immersion, learning participation, and intention to continue learning, showed a high average effect size with goal orientation, with the other related variables also demonstrating a significant average effect size. There was no moderating effect of the state in the relationship between goal orientation and academic achievement, although a moderating effect existed according to the type of goal orientation. Based on the results of this study, we analyzed the variables that can reinforce learning along with goal orientation in online learning situations. Therefore, our findings will help formulate various educational support directions that can lead students to successfully gain knowledge through online learning, which has been growing expeditiously in the wake of the COVID-19 pandemic.
ABSTRACT
The aim of this study was to investigate student satisfaction with virtual education based on their health-oriented lifestyle behaviours. The present study was a descriptive correlational study. The statistical population included all undergraduate students in engineering and psychological fields at Islamic Azad University of Shahre Rey during the second semester of 2020-2021. Of these students, 188 (93 engineering students and 95 psychology students) were randomly selected. To collect the data, an instrument for measuring satisfaction with virtual education as well as the measurement scale for health-oriented academic lifestyle behaviours (Salehzadeh et al., 2017) were used. Findings revealed that the components of a health-oriented lifestyle as a whole explain 37.4% of the variance in student satisfaction with virtual education. The relationship between health-oriented lifestyle facilitators (academic optimism, mastery goal orientation, and academic resilience) and student satisfaction with virtual education was positive and significant. The relationship between health-oriented lifestyle inhibitor components (learned helplessness and procrastination) and student satisfaction with virtual education was negative and significant. The relationship between effort withdrawal and student satisfaction with virtual education was not significant (p>0.05). There was no difference between the components of a health-oriented lifestyle and student satisfaction with virtual education according to educational groups. Accordingly, creating a resilient educational environment, trying to participate, and teaching towards meaningful and problem-based learning will prevent students from avoiding virtual education.
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Among the things that will be remembered about the year 2020 are phrases like "You're still on mute" and "Can I share my screen?" They are emblematic of how educators have been challenged to navigate uncharted waters of remote learning and overnight technological adaptation. To quote another phrase that will be remembered as a cliché, "These are unprecedented times." Learning Forward's newest network, Design Professional Learning for a Virtual World (DPLV), is designed to meet educators' pressing needs in this unusual moment by supporting districts and states with proactive planning tools and processes. Learning Forward and DPLV's first cohort of nine district and state education agency members are collaborating on how to stay strategic through the compounding challenges of responding to COVID-19, a national reckoning with racial injustice, and growing fiscal uncertainty caused by a mix of public health and public policy developments. This article describes the work of the DPLV as they engage in a planning process with customized coaching tailored to their local contexts and needs during and beyond the pandemic.
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The objective of this qualitative study was to assess the information literacy and metacognitive abilities of teachers in a rural school in South Africa. Data were collected through semi-structured interviews. Due to COVID-19 safety considerations, primary data was acquired from 10 teachers via semi-structured telephonic interviews. All participants' views were transcribed and analysed using thematic analysis to determine the similarities and differences in terms of their responses. The findings of the study amongst others revealed that despite the giant strides made by the South African government to digitize teaching and learning activities in schools, large proportion of rural teachers have phobia to use computer applications unassisted. Also, low self-evaluation, goal-setting and help-seeking/self-reflection were found to be metacognitive abilities which hamper their effective teaching skills via usability of ICT. The study concludes by recommending programmes such as cognitive development, emotional intelligence, computer-digital programming for all teachers in rural schools for optimal performance.
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This empirical study attempts to investigate the causal relationships between the predictors of online learning readiness and its effects on learning engagement and perceived teaching quality. In other words, the study aims to explore the direct relationship between goal orientation and perceived teaching quality, on the one hand, and the students‟ learning engagement and perceived teaching quality and their indirect relationships via online learning readiness. A total of 703 students from Malaysian and Omani higher institutions voluntarily participated in this study following the quota sampling technique. Structural Equation Modeling (SEM) was used to analyze the data gathered. The results of the analysis suggested that the goal orientation and perceived self-efficacy were statistically and directly related to learning engagement and perceived teaching quality and indirectly via online learning readiness. Furthermore, the analysis showed that goal orientation has a direct positive and significant relationship with learning engagement and perceived teaching quality and positive indirect relationships with them via online learning readiness. However, while perceived self-efficacy had a direct positive correlation with learning engagement, it had a negative and direct relation with perceived teaching quality but a positive indirect relationship via online learning readiness. Hence, due to the ongoing covid19 global pandemic, this study implicates that highlighting the roles of goal and efficacy in an online context is essential because they would affect students‟ learning engagement and their evaluation of teaching quality. Copyright for this article is retained by the author(s),with first publication rights granted to the journal.
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Science teachers in many countries were required to shift from face-to-face (F2F) instruction to distance learning (DL) during the COVID-19 pandemic. With the aim of helping science teachers learn how to support their students in negotiating such shifts in the future, we used an online motivation survey based on achievement goal theory to investigate the shifts to over two thousand 8th grade students' perceptions of their science teachers' motivational practices and their own goal orientations towards science that occurred during the transition from F2F instruction to DL in two very different countries, China and Israel. We hoped to identify issues common to both countries, assuming that these issues might be relevant to other countries as well. Factor analysis, t-tests, and multiple regression were used to identify key teacher motivational practices, changes to these practices and to students' goal orientations, and relations between teacher practices and student goal orientations. The major predictor of students' mastery orientation towards science in both F2F instruction and DL, teachers' attentiveness to their students' need to understand, declined for students in both countries during the shift from F2F to DL, and was associated with a decline in students' mastery orientation, engagement, and enjoyment.
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PURPOSE: Literature shows that it is a paradox whether employees can achieve performance in telework, especially during COVID-19. Our aim is to clarify the relationship between telework and employees' job performance through a moderated mediation model. METHODS: This study employed two-wave surveys with the aim of reducing the potential risk of common method bias. The 1309 participants of the survey were mainly employees who used telework during COVID-19, and they were mostly in positions such as product design and scheme planning. SEM was used to test the hypotheses. RESULTS: Results from two-wave surveys of 1309 Chinese employees indicated that telework positively influenced job performance via job crafting. That is, job crafting played a mediating role between telework and job performance. And performance-prove goal orientation positively moderated the relationship between telework and job crafting but performance-avoid goal orientation negatively moderated the relationship between them. CONCLUSION: This study shows that telework can improve job performance through job crafting in COVID-19, in response to the paradox implied in the literature. In addition, we use COR theory to explain the role of performance goal orientation and job crafting in telework. We add these variables to the theoretical framework of COR theory, thereby enriching the theoretical research from the COR theory perspective.
ABSTRACT
The COVID-19 pandemic has highlighted the importance of online learning. As learner autonomy is relatively high in online environments, learners must engage in self-regulated learning (SRL) to achieve optimal learning outcomes. Because most learners are unable to consistently engage in SRL, gamification interventions are being implemented to improve SRI, engagement;however, mixed results cast doubt on the efficacy of this approach. Massively open online courses (MOOCs), a type of online learning environment, are currently experiencing rapid growth due to widespread adoption by many institutions. In MOOCs, there is no instructor intervention;hence, students have difficulty regulating their own learning and are easily distracted. Therefore, this study investigates whether mixed-research results regarding the efficacy of gamification can be attributed to lack of attention to individual learner traits during design. For this purpose, the study analyzes MOOCs as an instance of online learning by applying SRL theory and gamification principles. We altered a traditional MOOC platform to provide different types of gamified performance feedback to facilitate learners' SRI, engagement. We then examined whether this matched with goal orientation, an individual learner trait to influence SRL and learning outcomes. Using learning-analytics tools, we tracked 760 college students' SRI, engagement on a MOOC platform over five weeks. As theorized, SRL engagement and learning outcomes of participants who had a strong performance-avoidance goal orientation increased with positively framed performance feedback that involved no social comparisons;however, the same feedback had a negative impact on participants with a strong mastery goal orientation. Our findings add to SRL theory by demonstrating that gamification designs can enhance SRL engagement and learning outcomes in online learning, but with a caveat-this occurs only when there is a match with learner traits-confirming the gamification principle stating that task improvements and meaningful engagement can only occur through thoughtful gamification design.
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Teaching-learning activities carried out face-to-face in physical classrooms in higher education have been moved to the online environment due to the COVID-19 pandemic obligation. It is obvious that students' learning experiences and perceptions need to be researched empirically in order to optimize higher education strategies that have been moved to the online environment. Data were collected from 451 students studying in different departments in two education faculties in order to reveal the relationship between their satisfaction in the e-learning environment and their perceived learning experiences and using online self-regulation strategies based on the autonomous movement of students in the online environment. Descriptive analyses and path analysis were applied in order to answer the proposed research questions. As a result of this structural equation modeling, a relationship was determined between online self-regulation skills, goal setting and help seeking sub-factors, and satisfaction, goal setting, task strategies and self-evaluation sub-factors and perceived learning. In addition, a direct relationship was determined between satisfaction and perceived learning, supporting previous studies. With this research, it is thought that higher education institutions, administrators and instructors carrying out online teaching and learning activities will provide new perspectives on satisfaction and perceived learning outcomes when students' self-control skills are supported.
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Correct and unambiguous software requirements are key to the success of any software engineering project. Eliciting such requirements is a daunting task. In this paper, we present a framework that uses goal orientation as its main building blocks. Unlike other frameworks that have been reported in the literature, this framework strives to balance a compromise between formal methods on one hand and natural language on the other hand in specifying operations. A Chabot for covid-19 is presented to illustrate the framework. © 2021 IEEE.
ABSTRACT
Motivation is a multi-faceted construct encompassing orientation towards certain types of goals, the value and expectation of achieving those goals, and attributional beliefs. Our unique dataset tracks cohorts of mechanical engineering students through time and across multiple courses, allowing us to study context-dependent variables across time. We measured intrinsic goal orientation and extrinsic goal orientation in two cohorts of mechanical engineering students at the beginning and end of the Fall 2019 and Fall 2020 terms. Though our original study was designed to evaluate instructional interventions in a “difference-of-differences” design, our cohorts were significantly impacted by the COVID-19 pandemic. Based on the ongoing stress of the COVID-19 pandemic as well as widespread dissatisfaction with remote learning, we expected students to be less motivated overall in Fall 2020 compared to Fall 2019, and for motivation to erode more rapidly over the semester. Although intrinsic motivation was indeed lower in Fall 2020 compared with Fall 2019, the decrease in motivation over the course of the semester was the same. Furthermore, the availability of recorded lecture videos and class content may have mitigated against an expected drop in level of engagement for some students. Average student engagement, as measured by responses to in-class polling exercises remained constant between Fall 2019 and Fall 2020, and it appears that more students were able to maintain a 100% participation rate in the remote context, though there is significant variation in engagement within the class. We seek input from the engineering education research community on this work-in-progress study. We especially invite a discussion about how to make sense of survey results in dramatically different teaching contexts. © American Society for Engineering Education, 2021
ABSTRACT
The transition of responsibility for learning to the student has been one of the current era's frequently debated expertise. In this sense, self-regulation skills, which are not limited to education and academic life, have become an essential infrastructure. This article's objective was to explore self-regulatory learning strategies (SRL) by high school students, essential for lifelong learning, from students' perspectives. Semi-structured interviews with 20 high school students were conducted in this phenomenological research. The responses were coded and analysed by using content analysis. The results were discussed in the light of the literature, presented under 4 headings according to the stages in Winne's Four-Stage Self-Regulated Learning Model. These stages are "Job Description," "Setting Goals and Planning," "Performance," and "Evaluation." In the first stage;the success, incompetency and interest in the subject, the importance and the field of the lesson, the ease and the difficulty of the lesson was practical according to the students, and personal factors are also influential in determining high school students' priorities toward their academic responsibilities. In the second, students expressed their viewpoints on creating a plan in priority order by focusing on lessons and homework. In the third one, students attempt to control their actions by identifying the techniques and tactics they use to accomplish the goals they want to achieve. Regarding assessing their academic performance in the last stage, it is understood that external factors such as the learning environment, the distance learning process, and parental control are essential.
ABSTRACT
Employee learning and development is critical to organizational success, particularly during times of crisis when increased volatility and demand necessitate adaptability and skill. We draw on theories of workplace learning and social exchange to investigate the unique influence of formal training, informal learning, and organizational support for training on the turnover intentions of frontline workers battling COVID-19. Survey data were gathered from a sample of Direct Support Professionals (N = 481) in New York state who continued their work supporting individuals with developmental and intellectual disabilities during the global coronavirus pandemic. The results support our predictions that employee engagement in formal training and, to a lesser extent, informal learning, as well as individuals' perceptions of organizational support for training, explain unique variance in turnover intentions. Alternative predictors. including tenure and region, explained some unique variance in turnover intentions, but neither age nor learning goal orientation demonstrated meaningful effects. Relative weights analysis revealed that the strongest negative predictors of to mover intentions were organizational support for training and engagement in formal training. Altogether these findings identify possible methods of deterring turnover intentions, by highlighting the key role that organizations play in supporting continuous learning amongst their employees, even in times of crisis. Implications of this study are discussed for research and practice on workforce learning and development for frontline workers and others, more generally.