Although science, technology, engineering, and mathematics (STEM) disciplines as a whole have made advances in gender parity and greater inclusion for women, these increases have been smaller or ...nonexistent in computing and engineering compared to other fields. In this focused review, we discuss how stereotypic perceptions of computing and engineering influence who enters, stays, and excels in these fields. We focus on
-the idea that some STEM disciplines like engineering and computing are perceived as less aligned with people's communal goals of collaboration and helping others. In Part 1, we review the empirical literature that demonstrates how perceptions that these disciplines are incongruent with communal goals can especially deter women and girls, who highly endorse communal goals. In Part 2, we extend this perspective by reviewing accumulating evidence that perceived communal goal incongruity can deter
individual who values communal goals. Communal opportunities within computing and engineering have the potential to benefit first generation college students, underrepresented minority students, and communally-oriented men (as well as communally-oriented women). We describe the implications of this body of literature: describing how opting out of STEM in order to pursue fields perceived to encourage the pursuit of communal goals leave the stereotypic (mis)perceptions of computing and engineering unchanged and exacerbate female underrepresentation. In Part 3, we close with recommendations for how communal opportunities in computing and engineering can be highlighted to increase interest and motivation. By better integrating and publically acknowledging communal opportunities, the stereotypic perceptions of these fields could gradually change, making computing and engineering more inclusive and welcoming to all.
The aim of this study was to examine the synergistic effects of prosocial and mastery goals on learning-related outcomes including deep learning, self-regulated learning, and academic achievement. We ...recruited 8,773 secondary school students from Hong Kong to participate in the study. A longitudinal study design was used. Goals were measured at Time 1, while learning-related outcomes were measured at both Time 1 and 2. Structural equation modeling with latent interaction analysis was conducted. Results partially confirmed our synergistic effects hypothesis. Prosocial goals were associated with optimal learning-related outcomes such as deep learning and self-regulated learning only when mastery goals were also high. However, achievement was only predicted by mastery goals. These effects held despite controlling for the baseline variables. This study provides empirical evidence for the possible synergies between prosocial and mastery goals. A better understanding of student learning might be achieved when both mastery and prosocial motivation are examined.
Achievement goals of university instructors for teaching were examined. We investigated the structure of these goals, the stability of this structure across different groups of instructors, and the ...relations of these goals to teaching-related outcomes. Achievement goals, positive affect, attitudes toward help, and self-reported teaching quality were assessed in a sample of 1,066 German university instructors from three different status groups (221 full professors, 370 postdoc staff members, 427 staff members without a PhD). The results confirmed that the well-established mastery, performance approach, and performance avoidance goals are likewise valid for university instructors, and that an appearance and a normative component of performance goals can be distinguished. Learning avoidance goals could be distinguished from learning approach goals and task goals could be separated from learning and performance goals. Also, work avoidance and relational goals were distinct from all previous goals. A model representing all differentiations adequately fitted the data. The goal structure was found to be completely invariant across different status groups of instructors-however, groups differed by mean levels of goals. Structural equation modeling pointed to the relevance of the goals: Theoretically sensible relationships with positive affect, attitudes toward help, and teaching quality affirmed the predictive validity of each goal class. Again, these relations were identical for all groups of instructors, highlighting the importance of the addressed goals independent of instructor status. Taken together, this sheds light on the structure of university instructors' achievement goals, and emphasizes the importance of this concept for analyzing instruction and learning in higher education.
Educational Impact and Implications Statement
Analyzing university instructors' achievement goals, this study helps to understand the (yet underinvestigated) motivations of university instructors-a population that has a key function in society by fostering student learning. The findings demonstrate the importance of university instructors' achievement goals for their affect, cognition, and behavior in teaching. The results allow us to deduce first practical implications as to which goals should be enhanced (or reduced), for example, in professional development courses. Also, the findings help to clarify central questions (which goals can be distinguished and which of these distinctions matter?) in an important motivational theory (achievement goal theory), so that it can be better applied to understand and modify individuals' actions.
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 (
= 44), sport (
= 10), and occupation (
= 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
< 0.05,
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.
The sociotechnical perspective is often seen as one of the foundational viewpoints-or an "axis of cohesion"- for the Information Systems (IS) discipline, contributing to both its distinctiveness and ...its ability to coherently expand its boundaries. However, our review of papers in the two leading IS journals from 2000 to 2016 suggests that IS research has lost sight of the discipline's sociotechnical character-a character that was widely acknowledged at the discipline's inception. This is a problem because an axis of cohesion can be fundamental to a discipline's long-term vitality. In order to address this issue, we offer ways to renew the sociotechnical perspective so that it can continue to serve as a distinctive and coherent foundation for the discipline. Our hope is that the renewed sociotechnical frame for the IS discipline discussed in the paper holds potential to contribute to the enduring strength of our diverse, distinctive, yet unified discipline. It also prompts members of the discipline to think more deeply about what it means to be an IS scholar.
Age‐Friendly Ecosystems: An Aspirational Goal Wetle, Terrie T.
Journal of the American Geriatrics Society (JAGS),
September 2020, 2020-09-00, 20200901, Letnik:
68, Številka:
9
Journal Article
Recenzirano
Odprti dostop
This editorial comments on the article by Fulmer et al. in this issue.
Academic dishonesty is a pervasive problem undermining the effectiveness of educational institutions. From a motivational perspective, researchers have proposed achievement goals as antecedents of ...academic dishonesty. Empirical findings corroborate the notion that mastery goals (focus on learning and competence development) are negatively linked to academic dishonesty. However, even though theoretical considerations suggest positive links between performance goals (focus on competence demonstration) and academic dishonesty, empirical findings are mixed. To provide a better understanding of how goals matter for academic dishonesty, we conducted three-level meta-analyses encompassing 163 effect sizes from 33 studies and a total of 19,787 participants. We found a disproportional use of correlational designs (using self-report measures of academic dishonesty) and personal goal measures (opposed to surrounding goal structures). Evidence of publication bias was not found. Our results confirmed the expected negative associations between mastery goals and academic dishonesty and revealed heterogenous findings for performance goals, with indications of positive associations within behavioral and intentional dishonesty measures, but not within self-reports. To further clarify the associations between achievement goals and academic dishonesty, we call for more methodological rigor in the measurement of goals and dishonesty as well as multi-methods approaches when investigating their interplay.
Goals are important determinants of learning and achievement. The extant literature has mostly focused on unidirectional effects with goals typically modelled as antecedents of metacognitive ...strategies and academic achievement. However, the relationships among goals, metacognitive strategy use, and achievement are likely to be dynamic and variables might reciprocally influence each other. This study aimed to examine how future goals, metacognitive strategies, and achievement dynamically influence each other across time. A sample of 6290 students from 16 secondary schools in Hong Kong participated in our three-year study. Survey and achievement test data were collected three times with one-year intervals. Results of multi-level cross-lagged structural equation modeling showed that: (1) intrinsic goals are adaptive because they are associated with lower pursuit of extrinsic goals and higher levels of achievement; (2) the use of meta-cognitive learning strategies is associated with an increase in intrinsic goal pursuit; and (3) higher levels of achievement drive the subsequent use of metacognitive strategies. Theoretical and practical implications are discussed.
•Intrinsic goals are adaptive as they are associated with lower extrinsic goals and higher achievement.•Metacognitive strategy use is associated with higher subsequent intrinsic goals pursuit.•The relationships among goals, metacognitive strategies, and achievement are dynamic.•The dynamic reciprocal relationships among key constructs contrast with prior studies that focus on unidirectional models.
PurposeThe purpose of this paper is to: (1) better understand the structure (hierarchy) of customer goals providing conceptual clarity; and (2) propose a hierarchy of customer goals conceptual ...framework that explicates how healthcare customer goals are linked to drivers and outcomes, thus building theory and informing practice.Design/methodology/approachThe research draws on 21 in-depth interviews of patients with a chronic disease. Drawing principally on construal-level theory and using manual thematic analysis and Leximancer, this article provides new insights into customer goals.FindingsIn a first, the authors identify a two-dimensional structure for each of the three main goal types, which previously had been viewed as unidimensional. The authors develop a conceptual framework linking drivers of goal setting (promotion/prevention focus world view and perceived role) with goal type (life goals, focal goals and action plan goals and their respective subgoals) and outcomes (four forms of subjective well-being). Visual concept maps illustrate the relative importance of certain health-related goals over others.Research limitations/implicationsThe usefulness of the authors’ conceptual framework is demonstrated through the application of their framework to goal setting among healthcare customers, showing links between the structure of goals (life goals, focal goals and action plan goals) to drivers (promotion/prevention focus world view and perceived role) and outcomes (subjective well-being) and the framework's potential application to other service settings.Originality/valueThis study contributes to healthcare marketing and service management literature by providing new insights into goal setting and proposing a novel hierarchy of customer goals conceptual framework linking drivers, goal types and outcomes.
Indonesia is facing a number of independently managed challenges related to the collection, transportation, processing (composting, recycling), and landfill dependence on waste management. An ...intervention is needed to bring stakeholders together to solve these waste challenges. The objectives of this study are to investigate the fundamental issues and opportunities and to develop a sustainable and smart country-wide waste management system using industry 4.0 technologies. The system should provide a multi-dimensional approach, determine the maturity level of the waste management system in a technical method, and pursue the goal of designing a new strategy to minimise waste management problems. A comprehensive systematic literature review, intensive focus group discussions, and direct observation in Indonesian cities were approaches used to develop waste management business processes and their system design. Waste business processes consist of mixed-collecting, sorting, transporting, varied-treatment, and chained-disposal. The design of the proposed waste management system presents circular economy processes that can separate municipal waste, identify waste characteristics, and determine sustainable waste treatment technologies through the use of Internet of Thing (IoT) as the integrator. This study contributes to the sustainable development goals (SDG’s) such as Good health, and wellbeing (SDG 3); Clean water and sanitation (SDG 6); Decent Work and Economic Growth (SDG 8); Responsible Consumption and Production (SDG 12) and Climate Action (SDG 13). The study proposes a new design of smart and sustainable waste management which could achieve satisfactory economic, social, and environmental waste management performances.
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