Browsing by Author "Rawlings, Anna"

Aims. The Behavioural Inhibition/Behavioural Approach System (BIS/BAS) is a neurological approach-avoidance system, where BIS depicts inhibition, anxiety, and fear of failure. The BAS system was in this study divided into BAS Inter (seeking social approval and rewards), BAS Impulse (impulsivity, immediate rewards), and BAS Intra (excitement at novel situations, own successes as a reward). Achievement goal orientations describe motivational tendencies to choose certain types of goals in a learning situation. Of the achievement goal orientations, mastery intrinsic describes the aim to learn with subjective, and mastery extrinsic with absolute criteria of success, performance approach the aim to outperform others and performance avoidance to avoid situations where one can fail. The avoidance orientation describes a disinterest in academic achievements and the goal of exerting as little effort as possible on school. The aim of the study was to examine how dispositional sensitivities affect the motivational aims of students. The research hypothesis is that BIS/BAS sensitivities predict the achievement goal orientations students adopt and exhibit. The research task is to examine how the Motivation and Sensitivity to Reward and Punishment questionnaire (MSRP) not yet used in published research succeeds in defining and measuring aspects of BIS/BAS. Method. The data was collected from five classes of eighth-graders in a school in Helsinki (N=78) in 2008 as a self-response survey, where BIS/BAS was measured using the new MSRP questionnaire, and achievement goal orientations with the achievement goal orientation questionnaire. The effects of BIS/BAS on the achievement goal orientations were examined by means of regression analyses. The MSRP was evaluated by examining the construct validity of the measurement, considering its descriptive capacity in relation to the background theories, and comparing the results with those from research conducted with other instruments. Results. The MSRP functioned relatively well. The mastery orientations were related to a tendency for low impulsivity, mastery intrinsic also to sensitivity to enjoy novel situations and challenges. The performance-approach orientation was predicted by the tendency to seek social approval, and performance-avoidance was connected to the punishment-sensitive inhibitory system. The avoidance orientation was linked with high impulsivity and low levels of excitement in personal successes and novelty in situations. Dispositional tendencies and sensitivities have a predictive effect on motivational achievement goal orientations, and generalised attitudes towards learning at school are to some degree affected by individuals' inherent qualities. These effects should be considered in school practices, to support and meet the needs of students of all dispositions.