The present study aimed to examine the role of behavioral activation-inhibition systems in predicting achievement goal orientations among college students. It was conducted with a correlational method. The study population was all students of social sciences at Darab and Zarrindasht PNU Universities (nearly 3000 pepole). Therefore, using random cluster sampling, 250 students (95 male and 155 female) were selected. They completed Carver and White behavioral activation-inhibition systems scale as well as Elliot and McGregor 2×2 goal orientation scale. Data were analyzed by multiple regression method. Results indicated that reward-punishment responsiveness dimension could positively predict mastery approach, mastery avoidance, and performance avoidance goal orientations. Drive for success could positively predict mastery approach and performance approach goal orientations. Also, fun and excitement seeking dimension could positively predict performance approach and mastery avoidance. Each of dimensions of activation-inhibition systems predicted unique pattern of students’ achievement goal orientations that reveals the importance of mood dispositions in predicting different kinds of goal orientations.
Sheikholeslami, R., & Jamshidi, B. (2015). Role of Behavioral Activation-inhibition Systems in Predicting Achievement Goal Orientations among college Students. Journal of Modern Psychological Researches, 10(37), 109-128.
MLA
Razieh Sheikholeslami; Behnam Jamshidi. "Role of Behavioral Activation-inhibition Systems in Predicting Achievement Goal Orientations among college Students". Journal of Modern Psychological Researches, 10, 37, 2015, 109-128.
HARVARD
Sheikholeslami, R., Jamshidi, B. (2015). 'Role of Behavioral Activation-inhibition Systems in Predicting Achievement Goal Orientations among college Students', Journal of Modern Psychological Researches, 10(37), pp. 109-128.
VANCOUVER
Sheikholeslami, R., Jamshidi, B. Role of Behavioral Activation-inhibition Systems in Predicting Achievement Goal Orientations among college Students. Journal of Modern Psychological Researches, 2015; 10(37): 109-128.
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