An ethnographic case study: Analysing students’ learning goal orientations at a lower-middle decile secondary school

<p>In Aotearoa/New Zealand young people generally commence their secondary school education at Year 9. The numerous changes associated with this transition can include new subjects, larger school populations, unfamiliar learning environments, different day-to-day structures and routines; all of which can affect students’ motivation and confidence in their learning. Research focusing on students’ transition from primary to secondary schooling has tended to indicate a lessening in students’ motivation and has shown the types of learning goal approaches of these students can also change. As a teacher with13 years’ experience of teaching at secondary school level, I noticed that achievement at NCEA levels, in my current school, have remained static since my arrival seven years ago. This drove my interest in exploring further the influence of achievement goals on student learning at Year 9. Goal theory research in the field of motivation has increased dramatically over recent decades. Contemporary theories on learning goals have focused on whether mastery, performance or multiple goals best suit the learning needs of students, and whether students develop certain preferences with regards their goals when it comes to learning and achievement. More recently, the relevance of social goals in relation to learning and achievement, and therefore to learning goal theory, has identified that students do not use learning goals in isolation. The type of goal or multiple goals student adopt in their learning has important implications for their motivation, engagement or success and by implication, teachers’ approaches to their teaching. This ethnographic case study explores how 26 Year 9 students at a lower-middle decile secondary school set their learning goals. The study establishes whether students intentionally adopt a specific type of learning goal and explores the reasons for particular preferences. It also examines whether social goals have any impact on the type of goals students preferred or adopted. Through a questionnaire and then semi-structured interviews, students reported their views on their learning and social goals. In addition, five students from the study formed a Student Advisory Group to offer advice and recommendations on issues relating to the research instruments used. This study found that participating students did not intentionally prefer a specific goal over another. Further to this, students were generally not aware of the particular types of goals that were available to them and therefore were not consciously adopting a learning goal to any extent or purpose. The students were unclear of how different learning goals supported their learning. However, these students were more perceptive when understanding the implications of how social goals influenced their learning. The results from this research show that heightened awareness and understanding associated with the adaptive nature of learning goals by students and teachers would support student achievement. This would enable students to make intentional and logical choices regarding the strategies related to learning goals. Teachers may find these findings useful when considering how their students set their learning goals, and what influences these decisions. It may also serve as a starting point for a discussion with students on how they focus their learning and why.</p>

Educational self-regulation competence: toward a lifespan-based concept and assessment strategy

Self-regulation is crucial for learning and achievement in educational and occupational contexts. Educational self-regulation has been conceptualized as a domain-specific, context-bound competence that is open to interventions. Beyond students’ educational self-regulation (ESR), few studies have examined ESR across the lifespan as a basis of competence assessments. We contribute to adult ESR by discussing whether ESR competence applies to intermediate and higher self-regulation levels, as represented by workplace learning and career management. Furthermore, we discuss the interplay of epistemic beliefs and metacomprehension as core processes of ESR. Finally, we outline cornerstones of an assessment strategy for adult ESR.

PENGARUH PEMBELAJARAN KEWIRAUSAHAAN DAN MOTIVASI BERPRESTASI TERHADAP MINAT BERWIRAUSAHA MAHASISWA PENDIDIKAN AKUNTANSI FPEB UNIVERSITAS PENDIDIKAN INDONESIA

This reseach present the lack of entrepreneurial intention in student, so the impact that has caused is an increase in the number or unemployment rate in Indonesia. The aims of this research are to describe the effect of entrepreneurial learning, achievement motivation and entrepreneurship intention, and also the effect of effect of entrepreneurial learning, achievement motivation on entrepreneurship intention of Accounting Education FPEB major student period 2016, 2017 and 2018 at Indonesia University Of Education (Universitas Pendidikan Indonesia). Using Theory Behavior Planed, this research use descriptive and verification methods. The population of this study consist 254 Accounting Education, there are student class 2016, 2017, and 2018, with research sample of 155 Students. The research use random sampling method. The instrument validity was assessed by product moment correlation and the reliability by cronbach’s alpha, using questionnares as a data collection technic. The classic assumption test includes the normality test, the linearity test, the multicollinearity test, and the heteroscedasticity test. All data calculation is done by using Microsoft Statistical Product and Service Solution (SPSS) v25 and Microsoft excel 2016. From the calculation results of the t test on each variable entrepreneurial learning and, achievement motivation the result of t-test shows tstatistic>ttabel , i.e. variable entrepreneurial learning obtained by tstatistic: 4.297 > ttabel : 1.97569 and variable achievement motivational obtained by tstatistic: 4.572 > ttabel : 1.97569. The result of study showed that entrepreneurial learning and achievement motivation has a positive effect on entrepreneurship intention of Students Accounting Education FPEB period 2015, 2016 and 2017 at Indonesia University of Education (Universitas Pendidikan Indonesia). The suggestions that can be given from this research are to increase the mindset, knowledge, skills and participation in learning and dare to start a business because it’s important in increasing interest in entrepreneurship.

Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West

Research on self-determination theory emphasizes the importance of the internalization of motivation as a crucial factor for determining the quality of motivation. Hence, intrinsic motivation is deemed as an important predictor of learning. Research on epistemic beliefs, on the other hand, focuses on the nature of knowledge, and learning with more sophisticated epistemic beliefs associated with more adaptive outcomes. While learning and achievement are multiply determined, a more comprehensive theoretical model that takes into account both motivational quality and epistemic beliefs is needed. Hence, this study aims to examine the role of intrinsic and instrumental motivation alongside epistemic beliefs in predicting students’ achievement in science. Data were drawn from the PISA 2015 survey. We focused on four of the top-performing societies. Two were Eastern societies – Singapore and Hong Kong, and the other two were Western societies: Canada and Finland. We found both common and specific patterns among the four societies. Regarding the common patterns, we found that intrinsic motivation and epistemic beliefs had direct positive effects on science achievement. As for the regionally-specific findings, instrumental motivation positively predicted achievement only in Western societies (i.e., Finland and Canada), but not in Eastern societies (i.e., Singapore and Hong Kong). The interaction effect between motivation and epistemic beliefs also demonstrated different patterns across the four societies. Implications for the role of motivation and epistemic beliefs in optimizing student learning and achievement are discussed.