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Thus, these items relate to a mastery goal orientation.
The effect of student burnout on mastery goal orientation, as well as student perceptions, in line with the effect of student perceptions on mastery goal orientation were hypothesized.
The first component (i.e., mastery goal) can represent the most ideal approach towards attaining academic objectives.
Moreover, the effect of two internal demotivators on student mastery goal orientation was explored.
Fig. 1 Hypothetical model of student demotivation, burnout, mastery goal orientation, perceptions, and achievement.
Student perceptions and mastery goal orientation have positive effects on student achievement.
The findings also demonstrated a negative relationship between student burnout and student mastery goal orientation.
Moreover, a positive effect of student mastery goal orientation on student GPA was observed.
Positive indirect relationships through ego goal and mastery goal were found between athletic identity and gamesmanship.
In this case, individuals with high mastery goal orientation should be more likely to embrace opportunities to develop their skills and expand their knowledge than individuals with low mastery goal orientation (Gorges et al. 2013; Schunk et al. 2014).
Given this reason behind one's actions, the item relates to mastery goal orientation and, thus, is motivational as well.
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