scholarly journals Approaches to Learning: Does Medical School Attract Students with the Motivation to Go Deeper?

2020 ◽  
Vol 10 (11) ◽  
pp. 302
Author(s):  
Kylie J. Mansfield ◽  
Gregory E. Peoples ◽  
Lyndal Parker-Newlyn ◽  
Danielle Skropeta
Keyword(s):  
Medical Students ◽  
Goal Orientation ◽  
Approaches To Learning ◽  
First Year ◽  
Learning Approaches ◽  
Science Students ◽  
Graduate Entry ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Graduate Entry Medicine

Graduate-entry, following a science degree, is the preferred pathway into many medical schools, however little is known about how the learning approaches of medical students compare to those of science students. This study compared the learning approaches and achievement orientations of science students with those aiming to enter graduate-entry medicine programs. The two factor study process questionnaire and the achievement goal orientation survey were used to compare students in; stage one: third year science students (n = 86) to graduate-entry medicine students (n = 158); stage two: applicants to graduate medicine (n = 84); stage three: first year science students (n = 363) to first year pre-medicine students (n = 68). Medical students and applicants to medicine demonstrated a greater preference for deep learning than third year science students (p < 0.0001). Pre-medicine students were similar to medical students. Medical students, applicants to medicine and pre-medicine students also all had a greater preference for a learning goal orientation. The preference for a deeper approach to learning and stronger learning goal orientation in students enrolled in medicine or aiming to gain entry to graduate medicine indicates a motivation towards the acquisition of knowledge. Medical educators need to ensure that students continue to develop positive and beneficial styles of learning to assist them to develop into life-long learners.

Learning Goal Orientation and Creativity: Role of Psychological Safety

2011 ◽  
Author(s):  
Warren C. K. Chiu ◽  
Humphrey Leung ◽  
Kaylee Kong ◽  
Cynthia Lee
Keyword(s):  
Goal Orientation ◽  
Psychological Safety ◽  
Learning Goal ◽  
Learning Goal Orientation

scholarly journals Supervisor Knowledge Sharing and Employee Knowledge Sharing: The Moderating Roles of Learning Goal Orientation and Affective Organizational Commitment

2021 ◽  
Vol 13 (8) ◽  
pp. 4176
Author(s):  
Seckyoung Loretta Kim
Keyword(s):  
Organizational Commitment ◽  
Knowledge Sharing ◽  
Goal Orientation ◽  
Social Exchange ◽  
Positive Relationship ◽  
Affective Organizational Commitment ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
High Level ◽  
The Relationship

Recognizing the importance of knowledge sharing, this study adopted social learning and social exchange perspectives to understand when employees may engage in knowledge sharing. Using data collected from 192 employees in various South Korean organizations, the findings demonstrate that there is a positive relationship between supervisor knowledge sharing and employee knowledge sharing. As employees perceive a high level of supervisor knowledge sharing, they are likely to engage in knowledge sharing based on social learning and social exchange theories. Furthermore, the study explores the moderating effects of learning goal orientation and affective organizational commitment in the relationship between supervisor knowledge sharing and employee knowledge sharing. The result supports the hypothesis that the relationship between supervisor knowledge sharing and employee knowledge sharing is strengthened when there is a high level of affective organizational commitment. Employees who obtain valuable knowledge from their supervisors are likely to engage in knowledge sharing when they are emotionally attached to their organization. However, in contrast to the hypothesis, the positive relationship between supervisor knowledge sharing and employee knowledge sharing was stronger at the lower levels of learning goal orientation (LGO) than at the higher levels of LGO.

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

scholarly journals Team Leaders Matter in Knowledge Sharing: A Cross-Level Analysis of the Interplay between Leaders’ and Members’ Goal Orientations in the Chinese Context

2018 ◽  
Vol 14 (4) ◽  
pp. 715-745 ◽  
Author(s):  
Jiamin Zhang ◽  
Yi Wang ◽  
Marina Yue Zhang
Keyword(s):  
Knowledge Sharing ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Team Leaders ◽  
Team Members ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Approach Orientation ◽  
And Performance ◽  
The Relationship

ABSTRACTThis article investigates the impact of cross-level interplay between team members’ and their leaders’ goal orientations (learning, performance approach, and performance avoidance) on knowledge sharing using samples from design teams in two companies in China. Our results show that team leaders’ learning goal orientation plays a critical moderating role. Specifically, team leaders’ learning goal orientation strengthens the positive relationship between team members’ learning orientation and knowledge sharing; positively moderates the relationship between team members’ performance approach orientation and knowledge sharing; and weakens the negative relationship between team members’ performance avoidance orientation and knowledge sharing. Team leaders’ performance approach orientation demonstrates a positive moderating effect when there is congruence between the performance approach orientation of leaders and members. Finally, team leaders’ performance avoidance orientation negatively moderates the relationship between team members’ learning and performance approach orientation on knowledge sharing. This research enhances our understanding of the conditions under which knowledge sharing occurs among team members, using the lens of Trait Activation Theory.

scholarly journals The role of organizational learning climate and individual's learning goal orientation in training and development activity participation of R&D organization employees

2013 ◽  
Vol 26 (2) ◽  
pp. 177-194
Author(s):  
Sunhee Lee
Keyword(s):  
Organizational Learning ◽  
Goal Orientation ◽  
Training And Development ◽  
Future Research ◽  
Learning Climate ◽  
Formal Training ◽  
Organizational Training ◽  
Development Activity ◽  
Learning Goal ◽  
Learning Goal Orientation

The study examined the relationships between organizational learning climate and individual's learning goal orientation and employee's participation in training and development activities and whether the relationships differ between informal versus formal training and development activities. Multi-level analyses on survey data from a total of 1,087 employees of 11 R&D organizations showed that learning climate and learning goal orientation were positively related to participation in training and development activities even after organizational training budget was controlled for. Further, organizational learning climate was more closely related to formal training and development activities while individual's learning goal orientation was more closely related to informal training and development activities. The theoretical and practical implications as well as directions for future research were discussed.

scholarly journals The impact of the level of parental involvement and parental demands on students' attitudes to learning

2021 ◽  
Vol 70 (1) ◽  
pp. 69-86
Author(s):  
Ranka Perućica ◽  
Olivera Kalajdžić
Keyword(s):  
Parental Involvement ◽  
Goal Orientation ◽  
Family Environment ◽  
Approaches To Learning ◽  
Goal Orientations ◽  
Approach To Learning ◽  
Learning Goal ◽  
Significant Difference ◽  
Students Attitudes ◽  
The Impact

The attitudes that parents have towards learning are very significant for the forming of staudents' attitudes towards learning. The importance of this study lies in uncovering the extent to which students' own attitudes to learning depend on the level of parental involvement and parental demands, and the extent to which the insights obtained can be used as the basis for determining the manner in which parents should be engaged in and devote attention to their children's learning. In this paper, students' attitudes to learning were observed through two variables, namely students' learning goal orientation and their approaches to learning. The research sample consisted of 802 seventh-, eighthand ninth-grade primary school students. We started from the assumption that certain differences exist among the given variables. For the purposes of the study we used an instrument for measuring students' approach to learning, an instrument for measuring learning goal orientations and an instrument for measuring the level of demands and the level of support in the family environment. The reliability of the instruments was verified through Cronbach's alpha coefficient. The data obtained indicate that there is a statistically significant difference in learning goal orientations and approaches to learning among students depending on the level of parental demands and the level of parental involvement. Students whose parents provide high levels of support are more likely to have mastery goal orientation and an in-depth approach to learning, regardless of the level of demands. The pedagogical recommendation that can be made based on the results is that parents should provide their children with a high level of support for learning so that they can achieve the best possible results.

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