Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals’ achievement goals, a distinction central to self-determination theory. To stimulate work in this area, we formulated five propositions, arguing that consideration of the “why” (i.e., type of reasons) in addition to the “what” (i.e., type of aims) of achievement goals (a) provides an account for the regulatory basis of achievement goals, (b) opens the door for other motivation theories to be linked to the achievement goal literature, (c) matters in terms of predicting outcomes, (d) allows for a richer account of contextual forces influencing motivation, and (e) sets the stage for an enriched hierarchical model of achievement motivation. In closing, we discuss various future research directions.     

Transitional experiences of post-16 sports education: Jack’s story

This paper explores the layered transitional experiences of a semi-professional athlete named Jack (a pseudonym) between the fields of professional sport and further and higher education. Our analysis is framed by the quadripartite framework of structuration and focuses on Jack’s ‘in-situ’ practices at his college and university in order to illustrate how these can operate to reproduce, transform, and challenge the habitual discourses and rituals that circulate within these institutions by generating forms of corporeal empowerment for young athletes who have valued conjunctural knowledge. The findings highlight the fragility of the transition process and raise questions regarding how the experiences of young people are shaped by the relationships between employment and post-16 education. Jack’s experiences have implications for both policy and practice within further education and higher education.     

Asia-born New Zealand-educated business graduates' transition to work

In 2008 the Asia New Zealand Foundation commissioned a three-year project examining Asia-born New Zealand-educated business graduates' study to work transitions. Data were collected through annual online surveys and in-depth interviews. Graduates were asked to discuss their post-study experiences, reflections on studying in New Zealand, and perceptions of their New Zealand business education. Participants included 171 (phase one), 76 (phase two) and 41 (phase three) students and recent graduates. All except one were based in New Zealand or the Asia region. In this paper we draw on “engaged pedagogy” and “functional capabilities” perspectives to consider phase two and three participants' accounts of their study to work transition pathways. Specifically, we examine two “functional capabilities” that participants discussed in relation to their post-study experiences: having economic opportunities and developing a sense of affiliation. We highlight some barriers to each “capability” that emerged in participants' accounts and consider how participants envisaged their role in fostering ongoing Asia-New Zealand connections. We conclude with some suggested implications for policy and practice in New Zealand and in internationalized HE more generally.     

Parental spanking of 1-year-old children and subsequent child protective services involvement

The majority of U.S. parents spank their children, often beginning when their children are very young. We examined families (N = 2,788) who participated in a longitudinal community-based study of new births in urban areas. Prospective analyses examined whether spanking by the child's mother, father, or mother's current partner when the child was 1-year-old was associated with household CPS involvement between age 1 and age 5. Results indicated that 30% of 1-year-olds were spanked at least once in the past month. Spanking at age 1 was associated with increased odds of subsequent CPS involvement (adjusted odds ratio = 1.36, 95% CI [1.08, 1.71], p < .01). When compared to non-spanked children, there was a 33% greater probability of subsequent CPS involvement for children who were spanked at age 1. Given the undesirable consequences of spanking children and a lack of empirical evidence to suggest positive effects of physical punishment, professionals who work with families should counsel parents not to spank infants and toddlers. For optimal benefits, efforts to educate parents regarding alternative forms of discipline should begin during the child's first year of life.