Trends in Communicative Self-Efficacy: A Comparative Analysis

This study integrates findings from the motivation-achievement and communication literature to underline the salient role that (communicative) self-efficacy beliefs play in academic settings. Additionally, this research shows that communicative self-efficacy beliefs can be accurately assessed by using a measure of self-perceived communication competence (SPCC). Using longitudinal data from 705 undergraduate students, the study shows that participants’ communicative self-efficacy beliefs increased linearly during the semester in which they were enrolled in a basic communication course. Finally, findings from this research indicate that the magnitude of change in self-efficacy was linked to the context of communication as well as attuned to the scope of classroom instruction

Static and Dynamic Interplay among Communication Apprehension, Communicative Self-Efficacy, and Willingness to Communicate in the Communication Course

This research offers an in-depth analysis of both static (cross-sectional) and dynamic (longitudinal) relations among communication apprehension, communicative self-efficacy, and willingness to communicate pertaining to the public speaking context. Using longitudinal data from undergraduate students enrolled in a semester-long basic communication course (BCC) focusing on public speaking, the study sheds light on the complex patterns of interrelationships among the three constructs and on the differences arising when regarding them from a static versus dynamic standpoint. The research reveals important findings that have salient implications for instruction in the BCC and are informative for theory-development and general pedagogical practice in the communication field

Goal Complexes: Approaching the Task to Develop Rather Than Demonstrate Ability

This research uses the conceptualization of the 3 x 2 achievement goal model and the framework of goal complexes to investigate relationships among achievement goals and their underlying reasons. Data for this study were collected from two independent samples of graduate and undergraduate college students. Convergent results were obtained in both samples; they indicate that regardless of valence, students identified closest with aims related to task, followed by self-related and then to other-related types of goals. Moreover, for task- and self-related aims but not for other-related ones, participants endorsed stronger approach than avoidance goals. Across all types of aims students identified closer with the development than with the demonstration of ability

Analyzing student motivation at the confluence of achievement goals and their underlying reasons: an investigation of goal complexes

This research investigated the interrelations among achievement goals and the underlying reasons for pursuing them. To do so, it utilized the framework of goal complexes, which are regulatory constructs defined at the intersection of aims and reasons. Data from two independent large samples of New Zealand university students showed that across types of reasons, namely development versus demonstration of competence/ability, and approach-avoidance tendencies pertaining to aims and reasons, respectively, participants rated lowest items mapping normative aims. Additionally, for most non-normative achievement goals, which in this study were related to task and own past performance, students endorsed more strongly items pertaining to the development rather than the demonstration of competence/ability. This pattern of results was reversed for approach—but not avoidance—related reasons associated with normative aims. These findings are largely consistent with the tenets of cognitive dissonance theory and have important implications for pedagogical practice, policy development, and the study of self-evaluation and cognitive processes. In addition, they delineate new directions for fruitful future research

Goal Complexes: Approaching the Task to Develop Rather Than Demonstrate Ability

This research uses the conceptualization of the 3 x 2 achievement goal model and the framework of goal complexes to investigate relationships among achievement goals and their underlying reasons. Data for this study were collected from two independent samples of graduate and undergraduate college students. Convergent results were obtained in both samples; they indicate that regardless of valence, students identified closest with aims related to task, followed by self-related and then to other-related types of goals. Moreover, for task- and self-related aims but not for other-related ones, participants endorsed stronger approach than avoidance goals. Across all types of aims students identified closer with the development than with the demonstration of ability

Analyzing student motivation at the confluence of achievement goals and their underlying reasons: an investigation of goal complexes

This research investigated the interrelations among achievement goals and the underlying reasons for pursuing them. To do so, it utilized the framework of goal complexes, which are regulatory constructs defined at the intersection of aims and reasons. Data from two independent large samples of New Zealand university students showed that across types of reasons, namely development versus demonstration of competence/ability, and approach-avoidance tendencies pertaining to aims and reasons, respectively, participants rated lowest items mapping normative aims. Additionally, for most non-normative achievement goals, which in this study were related to task and own past performance, students endorsed more strongly items pertaining to the development rather than the demonstration of competence/ability. This pattern of results was reversed for approach—but not avoidance—related reasons associated with normative aims. These findings are largely consistent with the tenets of cognitive dissonance theory and have important implications for pedagogical practice, policy development, and the study of self-evaluation and cognitive processes. In addition, they delineate new directions for fruitful future research