scholarly journals Leveraging MSLQ Data for Predicting Students Achievement Goal Orientations

2014 ◽  
Vol 1 (3) ◽  
pp. 157-160 ◽  
Author(s):  
Liaqat Ali ◽  
Marek Hatala ◽  
Dragan Gašević ◽  
Philip H. Winne
Keyword(s):  
Learning Strategies ◽  
Achievement Goals ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Relational Model ◽  
Achievement Goal Orientations ◽  
And Performance

This study aims to investigate how students’ motivated strategies of learning and their achievement goal orientations relate to their academic behaviours and performance in the context of online leaning systems. The study also develops and validates a relational model between students’ learning strategies and achievement goals.

scholarly journals The effects of achievement goal orientations and safety climate on safe and unsafe behavior

2014 ◽  
Vol 27 (2) ◽  
pp. 367-388 ◽  
Author(s):  
JiHee Jung ◽  
YoungSeok Park
Keyword(s):  
Goal Orientation ◽  
Safety Climate ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Performance Goal ◽  
Unsafe Behaviors ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study is to test the effect of achievement goal orientations and safety climate on safe and unsafe behaviors. Safe behaviors were measured by observances and automatic safe behaviors, and unsafe behaviors by violations and mistakes. Three fifty employees from corporations were participated in this research. Both mastery approach goal and performance approach goal orientations have significant positive relations with the safe behaviors and negative relations with the unsafe behaviors, but both mastery avoidance goal and performance avoidance goal orientations have significant negative relations with the safe behaviors and positive relations with the unsafe behaviors. This results suggest to confirm the multiple goal perspective of the achievement goal orientation argued both mastery goal and performance goal orientations have relations with adaptive and maladaptive behaviors. Safety climates measured by five factors, management values, safety practice, safety training, safety communication, and supervisor leadership, were significant positive relations with safe behaviors and negative relations with unsafe behaviors. Specially safety climates have significantly stronger correlations with unintentional behaviors(automatic safe behavior and mistake) than intentional behaviors(observance and violation). The relative contributions of individual variables and organizational variables to safe and unsafe behaviors were discussed.

scholarly journals How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Yu-Chen Yeh ◽  
Oi-Man Kwok ◽  
Hsiang-Yu Chien ◽  
Noelle Wall Sweany ◽  
Eunkyeng Baek ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Academic Outcome ◽  
Achievement Goal Orientations ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mastery Avoidance

The purpose of this study was to examine the underlying mechanism between goal orientations and academic expectation for online learners. We simultaneously studied the structural relationships among 2×2 achievement goal orientations, self-regulated learning strategies (SRL), supportive online learning behaviors, and expected academic outcome in various online courses with 93 respondents (70 undergraduate and 23 graduate students). Specifically, we tested the mediation effects of both self-regulated learning strategies and supportive online learning behaviors on the relation between achievement goal orientations and students’ academic expectations. The results showed that two of the achievement goal orientations – mastery-approach goals (MAP) and mastery-avoidance goals (MAV) – predicted the adoption of the self-regulated learning strategies and supportive online learning behaviors, which, in turn, predicted students’ expected academic outcome for their online course. Specifically, students with higher mastery-approach goals were more likely to adopt different types of self-regulated learning strategies and supportive online learning behaviors to facilitate their learning experience, which further enhanced their expectation for their academic outcome. By contrast, students with higher mastery-avoidance goals were less likely to adopt self-regulated learning strategies and supportive online learning behaviors, which, in turn, led to lower grade expectations.

scholarly journals Online Academic Help Seeking Behaviors and Achievement Goal Orientations of Learners in Distance Education

2020 ◽  
Author(s):  
Hasan UÇAR
Keyword(s):  
Distance Education ◽  
Help Seeking ◽  
Goal Orientations ◽  
Research Data ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Help Seeking Behaviors ◽  
Academic Help Seeking ◽  
And Performance ◽  
Academic Help

The present study investigates online academic help seeking behaviors and achievement goal orientations of learners in distance education and the relationship between these factors. The research is designed as a quantitative cross-sectional survey study. The participants of the research are 358 learners who took some courses through distance education at a public university. The research data were collected through personal information form, online academic help seeking questionnaire, and achievement goal orientation scale. For the analysis of the research data and to answer the research questions of the study, descriptive statistics, t-test, and correlation analysis were used. Research findings show that learners in distance education use the Internet the most for online academic help seeking. In addition, learners applied to their friends or someone who knew the subject to seek help more frequently than their instructors. In this context, learners seek academic help from at least the faculty members, compared to others. The results also showed that, in terms of learners' achievement goal orientations, the learning-approach and performance-approach goal orientations are higher than the learning-avoidance and performance-avoidance goal orientations. In addition to these findings, a limited and positive relationship between learners’ achievement goal orientations and online academic help seeking behaviors was found. This result can be interpreted as the achievement goal orientations of learners is not a significant predictor of online academic help seeking behaviors.

Students’ possible selves and achievement goals: Examining personal and situational influences in Thailand

2017 ◽  
Vol 38 (4) ◽  
pp. 408-433 ◽  
Author(s):  
Ravinder Koul ◽  
John J. Sosik ◽  
Thanita Lerdpornkulrat
Keyword(s):  
Achievement Goals ◽  
Possible Selves ◽  
Goal Orientations ◽  
Survey Study ◽  
School Type ◽  
Achievement Goal Orientations ◽  
Situational Influences ◽  
Thai Students ◽  
Approach Orientation ◽  
And Performance

This survey study conducted in vocational and academic secondary schools investigated the association of 1,060 Thai students’ self-reports of mastery, performance-approach, and performance-avoidance goal orientations with the salience and content of their hoped-for possible selves reflecting existence, relatedness, and growth needs. Results of mixed-design MANCOVA indicated mastery orientation to be higher for students identifying possible selves reflecting growth or relatedness needs than existence needs as most salient, and performance-approach orientation to be higher for students identifying possible selves reflecting existence rather than growth needs as most salient. Also, school type interacted with students’ most salient possible selves reflecting existence, relatedness, or growth needs to relate to their achievement goal orientations. The results are discussed in terms of the classic person versus situation approach to the study of achievement goals in schools, and their implications for classroom and school administration.

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