• Health Policy and Management
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• v.17 no.1
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• pp.50-74
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• 2007

The purpose of this study was to identify a determent of mastery approach goal and performance approach goal using a basic concept of goal orientations and goal setting theory, and to evaluate a preference of goal achievement index as a balance score card (BSC). The study model proposed had a adoptable level of goodness of fit index(.94) and root mean square residual(.08). The meditating variable, goal contribution, totally mediated the impact of goal commitment, Y-theory human behavior, and self-efficacy but organizational resource contribution for pursuing goal orientation. Moreover, goal contribution significantly determined mastery approach goal(p<.01) and performance approach goal(.05). In standardized effects, the most powerful antecedent of mastery approach goal and performance approach goal were in order of organizational resource contribution(.27/.28), goal contribution(.21/.17), self-efficacy(.07/.06), and Y -theory human behavior and goal commitment(.05/.05), respectively. Moreover, goal contribution had a more powerful impact on mastery approach goal(.21) rather than performance approach goal(.17). In the preference of BSC, all job types preferred learning and growth index in first. In the second preference, medical doctors and pharmacists chose financial results, nurses customer service, and office managers internal processes. Each job type reflected its' own preferred BSC index to that of the other job types. In comparing a preference of four BSC index of each own job type, it was statistically different at p<.001. In conclusion, one who emphasize organizational goal contribution in pursuing goal orientation has a more strong orientation toward mastery approach goal rather than performance approach goal. A hospital should overcome and harmonize the different preferences of four BSC index since the differences might cause organizational conflicts among job types with having each unique professional norm.

• Korean Journal of Childcare and Education
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• v.14 no.3
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• pp.77-95
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• 2018

Objective: The purpose of this study was to examine the mediating role of school adjustment in the relationship between adolescents' mastery goal orientation and life satisfaction, and the differences according to gender in the relationship. Methods: The participants were 1,947 students from the 3rd, 4th, and 5th waves of the Korean Child Youth Panel Study(KCYPS). The data were analyzed with structural equation modeling(SEM) and multiple group analysis. Results: First, school adjustment of 1st graders in middle school mediated the relation between mastery goal orientation of 6th graders in elementary school and life satisfaction of 2nd graders in middle school. Second, the differences in gender were confirmed. The effect of mastery goal orientation of 6th graders in elementary school on school adjustment of 1st graders in middle school is higher for boys. In contrast, the effect of school adjustment of 1st graders in middle school on life satisfaction of 2nd graders in middle school is higher for girls. Conclusion/Implications: The results of this study suggested that mastery goal orientation before entering middle school and school adjustment after entering middle school could be important variables to increase adolescents' life satisfaction. Also, it is necessary to consider gender difference for long-term intervention for improving adolescent life satisfaction.

• Journal of Korean society of Dental Hygiene
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• v.12 no.1
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• pp.167-178
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• 2012

Objectives : The purpose of this research is to examine the effects of the goal achievement orientation of the students in dental-hygiene practice classes on their self-efficacy and on their adaptation to and satisfaction with their major. Methods : A survey was conducted among the dental-hygiene students in schools located in the Daegu region on October 24-31, 2011. A total of 212 accomplished questionnaires were gathered as sources of final analytical data. Statistical analysis was conducted on the collected data, using the SPSS 19.0 program. Results : 1. The students who had good personal relationships(p=.000) and who chose their major and school based on their aptitude(p=.029) were found to have a higher degree of satisfaction than those who did not have good personal relationships and who did not choose their major and school based on their aptitude. 2. Self-confidence(p=.004), self-control efficacy(p=.000), mastery approach(p=.000), and performance approach(p=.003) were found to have positive correlations with major adaptation while task difficulty preference(p=.000) was found to have a negative correlation with the same. 3. Self-confidence(p=.004), self-control efficacy(p=.000), mastery approach(p=.000), and performance approach(p=.045) were also found to have a positive correlation with major satisfaction while task difficulty preference(p=.000) was found to have a negative correlation with the same. 4. Mastery approach(p=.000) in goal achievement orientation was found to have a positive effect on self-efficacy while mastery avoidance(p=.001) was found to have a negative effect on the same. Mastery avoidance showed the greatest effect on self-confidence(p=.000) while mastery approach showed the greatest effect on self-control efficacy(p=.000) and task difficulty preference(p=.000). 5. In goal achievement orientation, mastery approach(p=.000) was found to have a positive effect on major adaptation while mastery avoidance was found to have a negative effect on the same. Meanwhile, with regard to self-efficacy, self-control efficacy(p=.037) and task difficulty preference(p=.008) were found to have positive effects on major adaptation. 6. In the case of major satisfaction, mastery approach(p=.000) in goal achievement orientation was found to have a positive effect on it, and in self-efficacy, self-control efficacy(p=.038) and task difficulty preference(p=.002) were found to have positive effects on it. Conclusions : Accordingly, to raise the level of the dental-hygiene students' adaptation to and satisfaction with their major, the students should be given appropriate tasks so that they can raise their mastery goal, and they should be encouraged to raise their approach goal rather than their avoidance goal. In addition, the students should be provided assistance in setting self-expectations and in developing confidence in their capabilities.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.289-301
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• 2008

The present study examined the relationship between parental academic achievement pressure and self-efficacy mediated by student's achievement goal orientation among elementary school students. The 638 participants were fifth graders living in a metropolitan area. Analyses revealed that children who were high both in performance-goal and mastery-goal orientation reported highest perceived parental academic achievement pressure and self-efficacy. Performance-goal orientation played a mediation role in the relationship between parental academic achievement pressure and self-efficacy, while mastery-goal orientation did not. The limitations of the present study and suggestions for future research were discussed.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.504-513
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• 2011

The preservice elementary teachers' achievement goal orientations(mastery/ability-approach/ability-avoidance/work-avoidance goal) for science teaching were measured. The student teachers(91 males and 127 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. The male students were more learning focused than were the females, while the female students reported stronger work-avoidance goal orientation than did the males. This study also examined how the preservice teachers' achievement goal orientations were related to their science teaching efficacy beliefs(personal science teaching efficacy belief/science teaching outcome expectancy). As expected, the results showed that there were significantly positive relationships between the mastery or ability-approach goals and science teaching efficacy beliefs, while the significantly negative relationships were found between the ability-avoidance or work-avoidance goal and personal science teaching efficacy belief. The educational implications and future directions were discussed.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.645-660
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• 2011

The purpose of this study is to identify the causal relationship among perceived instrumentality, mastery goal orientation, self-regulated learning and academic achievement in cyber education. 317 current students of the W cyber university participated in the study. The results of structural equation modeling analysis are as follows: First, endogenous instrumentality affects mastery goal orientation. Second, mastery goal orientation affects self-regulated learning. Third, while exogenous instrumentality had negative effect on academic achievement, self-regulated learning was the only variable that had positive effect on academic achievement. In addition, the result indicated that endogenous instrumentality had indirect effect on academic achievement and self-regulated learning mediated between mastery goal orientation and academic achievement.

• Journal of Engineering Education Research
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• v.15 no.3
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• pp.12-21
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• 2012

The purpose of this study is to verify the effects of mastery goal orientation and time management ability on job search self-efficacy in the vocational education of engineering college students. A total of 52 samples were analyzed for this research. The result indicated that mastery goal orientation had positive effects on all sub-variables (job ability self-efficacy, career goal setting self-efficacy) of job search self-efficacy significantly. But time management ability had positive effects on career goal setting self-efficacy. And there are no significant differences in mean comparison of mastery goal orientation, time management ability, and job search self-efficacy according to gender and residence area. In addition, the interview results of engineering college students' perception of career, the understanding of vocational education, and job search self-efficacy were analyzed.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.21-33
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• 2005

Two hundred ten kindergarten teachers participated in this investigation of the relationship between kindergarten teacher's achievement orientation and teacher efficacy. Instruments were the Teacher Efficacy Scale(Lee, 2002) and the Goal Orientation Scale(Lee, 2002). Data analyzed by ANOVA and hierarchical multiple regression analyses revealed that more highly educated and older teachers were more highly oriented toward mastery goals. Teacher high in mastery and in performance orientation exhibited higher efficacy while low mastery oriented teachers were low in efficacy. The influence of performance goal orientation significantly explained the variance in teacher efficacy. The incremental explanation on teacher efficacy by achievement goal orientation after controlling for demographic variables was statistically significant.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.291-303
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• 2019

The purpose of this research was to investigate the effect of the achievement goal orientation on college students' life satisfaction and sense of the belonging. This study used the analysis of the latent growth model to comprehend the slope of the 3 years longitudinal data. The result was that mastery approach and mastery avoidance affected the initial value of college life satisfaction, but not its slope as the time of 3 years went. On the other hand, performance approach was the opposite of mastery approach and mastery avoidance to college students' life satisfaction. Performance avoidance did not have an influence on both the initial value and the slope of college students' life satisfaction. The effect of the achievement goal orientation to the sense of belonging was also explored and its result was that mastery approach and mastery avoidance affected the initial value of the sense of belonging. However, it was different that performance approach did not influence the slope of the sense of belonging.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.519-526
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• 2016

This study aims to verify the relationship between achievement goal orientation and life satisfaction. It consists of 450 athletes from high school, university, and professional teams as an object. After examining reliability and validity on questionnaires, the data, based on gender, was evaluated by analysis of variance, correlation analysis, and multiple regression analysis. The result says that male athletes have higher scores in Mastery approach and Performance approach - two of the four achievement motivation factors - which means a meaningful difference between gender. Life satisfaction also shows that male players have more satisfaction and indicates a big difference between gender. Finally, according to the multiple regression analysis on the Athlete's achievement goal orientation and life satisfaction, Mastery approach affects statically but Mastery avoidance does negatively on athlete's life satisfaction. The gender-based relationship between Athlete's achievement goal orientation and life satisfaction reveals that mastery approach gives positive effects on life satisfaction for both genders, but mastery avoidance influences negatively on male and female life satisfaction.