A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?

This meta-analysis addresses whether achievement goal researchers are using different labels for the same constructs or putting the same labels on different constructs. We systematically examined whether conceptual and methodological differences in the measurement of achievement goals moderated achievement goal intercorrelations and relationships with outcomes. We reviewed 243 correlational studies of self-reported achievement goals comprising a total of 91,087 participants. The items used to measure achievement goals were coded as being goal relevant (future-focused, cognitively represented, competence-related end states that the individual approaches or avoids) and were categorized according to the different conceptual definitions found within the literature. The results indicated that achievement goal–outcome and goal–goal correlations differed significantly depending on the goal scale chosen, the individual items used to assess goal strivings, and sociodemographic characteristics of the sample under study. For example, performance-approach goal scales coded as having a majority of normatively referenced items had a positive correlation with performance outcomes (r? = .14), whereas scales with a majority of appearance and evaluative items had a negative relationship (r? = ?.14). Mastery-approach goal scales that contained goal-relevant language were not significantly related to performance outcomes (r? = .05), whereas those that did not contain goal-relevant language had a positive relationship with performance outcomes (r? = .14). We concluded that achievement goal researchers are using the same label for conceptually different constructs. This discrepancy between conceptual and operational definitions and the absence of goal-relevant language in achievement goal measures may be preventing productive theory testing, research synthesis, and practical application. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

TDMB/AMPS/GSM/DCS/PCS/SDMB internal antenna using parasitic element with switching circuit

A novel multi-band internal antenna, consisting of a driving folded loop element and a parasitic meandered line element, is proposed for six-band applications including TDMB, AMPS, GSM, DCS, PCS and SDMB bands. To effectively operate for two split TDMB bands, the proposed antenna includes a switching circuit.     

Achievement goals and intrinsic motivation.

Two experiments investigated the effects of achievement goals on intrinsic motivation for an enjoyable pinball game. Exp 1 manipulated Ss' performance (demonstrating ability) and mastery (developing one's skills) achievement goals and contrasted them with a neutral control group. Exp 2 replicated Exp 1 and extended it by additionally providing (or not) Ss with positive, goal-relevant feedback. Results were consistent across studies, indicating that individual differences in achievement orientation moderated the influence of achievement goals on intrinsic motivation. Specifically, performance goals enhanced intrinsic motivation for achievement-oriented individuals, whereas mastery goals enhanced interest for those low in achievement orientation. The results were discussed in the context of J. M. Harackiewicz and C. Sansone's (1991) model of intrinsic motivation processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Miniature microstrip antenna with a partially filled high-permittivity substrate

A new technique to reduce the overall dimension of a microstrip antenna using a partially filled high-permittivity substrate is proposed. The miniaturized microstrip antenna for a repeater system in a mobile communication cellular band (824-894 MHz) is designed with the proposed technique and manufactured with light weight and small size. Comparison between simulations, based on HP HFSS software, and measurements are provided.     

Performance evaluation and intrinsic motivation: The effects of evaluative focus, rewards, and achievement orientation.

Most studies of intrinsic motivation under reward and evaluative contingencies have used social comparison criteria to evaluate subjects' performance. In those studies evaluation tended to reduce intrinsic interest. This study contrasted normative evaluation against a more task-focused evaluation of subjects' performance on an interesting word game and examined the role of achievement motivation in moderating reactions to performance evaluation. Focus differences were implemented under conditions of performance-contingent reward, anticipated evaluation, and control conditions in which subjects received performance feedback at task conclusion. We predicted that evaluation would reduce interest relative to reward and feedback control groups under a normative focus but not under a task focus and also that a process of competence valuation (Harackiewicz & Manderlink, 1984) would mediate the effects of reward and achievement on interest, especially in normative conditions. The data conformed to these expectations with one exception: Evaluation under a task focus increased intrinsic interest. These results were interpreted in the context of a general model that considers the separate effects of situational contingencies, personality factors, performance and motivational processes, and evaluative outcomes on intrinsic motivation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Optimum shape synthesis of maximum gain omnidirectional antennas

Using characteristic mode shape synthesis, some antenna surfaces and their current distributions are found which produce maximum realizable gain for rotationally symmetric omnidirectional antennas. The same shape synthesis method fails to produce antennas which have maximum endfire gain.     

Rewarding pinball wizardry: Effects of evaluation and cue value on intrinsic interest.

Examined the effects of rewards for pinball competence on subsequent interest in the game in 3 studies with 219 Ss in which 3 components of performance-contingent reward structures—an evaluative contingency established before playing, performance feedback, and the receipt of a reward—were identified. The symbolic cue value of the reward may affect interest independently of evaluation and competence feedback. To isolate its effect, groups receiving a performance-contingent reward were compared with groups that experienced the same evaluative contingency and feedback and with feedback-only controls (Studies 1 and 3). Results show that evaluation reduced intrinsic motivation, compared with controls, whereas reward enhanced intrinsic motivation relative to evaluation. In Study 2, groups receiving rewards for attaining competence but differing in whether the evaluation was anticipated before playing were compared. Results indicate that unexpected performance-contingent rewards enhanced interest, compared with expected rewards. Findings suggest that the 3 reward properties have separate effects on intrinsic motivation. Anticipation of evaluation was responsible for negative reward effects, whereas competence feedback and due value had independent positive effects (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Short-term and long-term consequences of achievement goals: Predicting interest and performance over time.

Why do some students excel in their college classes and develop interest in an academic discipline? The authors examined both the short-term and long-term consequences of students' achievement goals in an introductory psychology course. Mastery goals positively predicted subsequent interest in the course, but not course grades. Performance goals positively predicted grades, but not interest. Three semesters later, the authors obtained measures of continued interest in the discipline and long-term performance. Mastery goals predicted subsequent enrollment in psychology courses, whereas performance goals predicted long-term academic performance. These positive and complementary effects of mastery and performance goals on different measures of academic success are consistent with a multiple-goals perspective in which both goals can have beneficial consequences in college education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multi-band hybrid antenna for ultra-thin mobile phone applications

A compact hybrid antenna consisting of two PIFAs and a slot antenna is proposed for ultra-thin mobile phone applications. The antenna has a very compact volume of 46 x 10 x 4.2 mm3, and it operates at GSM 850/900, DCS, PCS, and UMTS bands, simultaneously. Results show that its bandwidth and efficiency are sufficient for these penta-band mobile phone applications.     

Managing motivation: The impact of supervisor feedback on subordinate task interest.

Examined with 64 male and 48 female undergraduates the determinants and consequences of the performance feedback given in an experimentally created supervisor–subordinate work relationship. Subordinates worked on a series of hidden-figure puzzles and received periodic performance feedback from their supervisors. Two dimensions of the supervisors' feedback were assessed: (1) the amount of competence information it contained and (2) the degree to which it was given in a controlling manner. Two situational variables hypothesized to affect these feedback dimensions were manipulated: (1) whether or not the supervisors administered rewards for good performance to their subordinates and (2) whether or not the supervisors were themselves rewarded for maintaining their subordinates' task enjoyment. The impact of the supervisors' feedback on the subordinates' self-perceived competence and task enjoyment was also assessed. A path analytic process analysis revealed that both feedback dimensions were affected by the manipulated situational variables and that both dimensions were in turn related to the subordinates' self-perceived competence. However, the controlling behavior was positively related to self-perceived competence only in the subordinate not rewarded conditions, suggesting an important boundary restriction. The subordinates' self-perceived competence was the sole factor directly related to their task enjoyment. Results are interpreted in terms of theories of intrinsic motivation. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)