Browsing by Subject "BIS/BAS"

The aim of this study was to examine how temperamental sensitivities and self-worth contingency predict achievement goal orientations. In this study, BIS and BAS were used for measuring temperamental sensitivities. BIS/BAS theorization refers to individual's dispositional sensitivity to reward and non-reward and punishment and non-punishment. Contingency of self-worth reflects the domains in which success or failure leads to increases or decreases in self-esteem. In this study, self-worth contingency on academic competence was measured. Achievement goal orientations refers to individuals' generalized tendencies' to aim and favor for certain goals and end results in achievement situation. In this study, the purpose was gain more information about the possible factors that influence individuals' goal choices in achievement situations.In this study, there were 506 participants (434 females and 72 males) and three different scales were used for measuring BIS/BAS, contingency of self-worth and achievement goal orientations. Sensitivity for BAS was divided into three sub-scales: BAS Novelty seeking, BAS Social Reward, and BAS Positive expressiveness. After preliminary analysis, a series of hierarchical analysis were run for examining the effects of BIS/BAS on achievement goal orientations in the first step, and the additional prediction of contingency of self-worth the second step. As expected, BIS/BAS sensitivities were related to achievement goal orientations. Mastery intrinsic orientation was predicted by BAS Novelty seeking, performance-approach orientation was predicted by BIS and avoidance orientation was predicted by BAS Social Reward. Contingency of self-worth was found to significantly increase the explained share of BIS/BAS relations on achievement goal orientations. Contingency of self-worth also had a direct effect on all achievement goal orientations, except for performance-avoidance orientation. Results point out, that dispositional differences are of importance, when considering individual differences in achievement-related motivation. As a practical implication, the results suggest that the learning culture should be failure permissive and encourage learning for learning's sake.