ARTICLE INFO

Article Type

Original Research

Authors







Correspondence

Article History

Received:  May  2, 2013
Accepted:  August 31, 2013
ePublished:  July 7, 2014

BRIEF TEXT


… [1-5] Rumination means continuous and incontinent thinking about a negative event. The main difference between the automatic negative thoughts and rumination is the length or continuity. The automatic negative thoughts are considered as short reflection on failure [6], while rumination is repetitive thoughts about an event, which overshadows an unlimited length. Time differences between rumination and anxiety have been noted. Anxiety is future-orientated thoughts about the events, which have not happened yet [7], while rumination mainly is identified by the past-orientated thoughts [8]. In the present study, Martin and Tesser’s goal progress theory assumed as rumination model. Based on the theory, the ruminative response of a person is due to inconsistency between the person’s goal (doing well the tasks) and the real result (failure on tasks). … [9, 10] Goal progress orientation is one of the common theories on motivation investigating why people insist on engaging and tasks [11]. The main model of goal orientation includes two sets of goals including performance goals (expressing the ability and avoid to show low ability) and mastery goals (increasing the competency level or more skills) [12].

No study has yet been done on relation between Martin and Tesser’s goal-linking theory [4] and Elliott and Dweck's goal achievement orientations theory [12]. Nevertheless, results of some researches show the possible correlation between goal achievement orientations and academic rumination. … [13-22] Evidences on the correlation between goals of performance and rumination have been presented [23].

The aim of this study was to determine the correlation between academic goal orientations and academic rumination in the students.

This is a descriptive-correlational study.

All the female and male students of Ahvaz Jundishapour University of Medical Sciences, Iran, were studied in 2012-13.

260 student (143 females and 117 males) were selected in terms of sex from 6 faculties (Medicine, Nursing, Pharmacy, Health, and Paramedical Sciences), using multi-stage random sampling method.

Academic goal orientation questionnaire (AGOR) and academic rumination inventory (ARI) were used to collect data. The goal orientation scale includes 20 items in Likert’s five-point scale (from ‘fully agree’ to ‘completely disagree’). Using Cronbach’s Alpha coefficient, reliabilities of the questionnaire were computed 0.77, 0.68, and 0.76 for mastery orientation, performance-approach orientation, and performance-avoidance orientation, respectively. Factor analyzing method was used to determine validity of the questionnaire. Sampling adequacy index (KMO) coefficient and Bartlett’s sphericity test coefficient were computed 0.78 and 1442.30, respectively. There were 4 significant powerful factors with special value more than 1 per scale, explaining 61.28% of the whole variance, totally. Academic rumination inventory consists of 6 items in Likert’s 8-point scale (from ‘never’ to ‘severely’) and the participants should respond to the items based on severity of their problem. Reliability of the inventory was computed 0.79, using Cronbach’s Alpha coefficient. Validity of the inventory was obtained 0.62 through computing its correlation with Beck’s depression inventory (BDI-S). 260 questionnaires were completed, finally. Data were analyzed using descriptive and inferential statistics and by SPSS 18 software. Pearson correlation coefficient was used to study the correlation between mastery goal, performance-approach, and performance-avoidance as the predictor (independent) variables and academic rumination as the criterion (dependent) variable. Regression statistical methods with frequent entry and stepwise methods were used to study multiple correlation between predicator and criterion variables. Multivariate and One-way ANOVA were used to compare the mean values of mastery orientation, performance-approach orientation, and performance-avoidance orientation with academic rumination in the female and male students.

The mean score of the students’ rumination was 14.34±6.53. There was negative and significant correlation between academic rumination and mastery orientation. There was no significant correlation between academic rumination and performance-approach orientation. There was positive and significant correlation between academic rumination and performance-avoidance orientation (Table 1). There was a significant multiple correlation between linear composition of mastery orientation, performance-approach orientation, and performance-avoidance orientation and the students’ academic rumination. 34% of the variance of the student’ rumination variable was explainable by the predicator variables. The only predicator variable for the students’ academic rumination was mastery orientation. There was significant difference between mastery orientation, performance-approach orientation, and academic rumination in female and male students. There was no significant difference between female students’ performance-avoidance orientation and the very orientation of male students.

… [24-31] There was a negative and significant correlation between mastery orientation and academic rumination. There was a positive and significant correlation between performance-avoidance orientation and academic rumination. According to Moberley and Watkins, persons, who allow for failures in their progress and achieving daily goals, have reported high levels of rumination. Students with performance-avoidance orientation experienced more academic rumination. In stressful situations, the persons’ attempts to prevent thoughts can lead to rumination [32]. … [33]

The effects of inhibition of thinking on the correlation between goal orientation and academic rumination ought to be studied. It may be better to organize educational situations and classrooms for the students’ mastery orientation assumption in the academic activities.

Limited sample size was of the limitations for the study. Any generalization should be done cautiously.

There is a correlation between academic goal orientation and academic rumination of the students.

The researchers feel grateful to all the students who participate in the study.

The results do not conflict with the interests of any organization.

Non-declared

No organization funded the study. The researchers funded it.

TABLES and CHARTS

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