Achievement Goals and Learning Approaches in the Context of Social Studies Teaching: Comparative Analysis of 3x2 and 2x2 Models

Abstract

This paper aims to determine the predictive relationships between achievement goals and learning approaches in the context of social studies teaching and to compare the goal orientation models (3x2, 2x2) in the context of their relationships with learning approaches. The study utilized the multi-factorial predictive correlational design. The study sample consists of 259 middle school students, who were selected by simple random sampling technique, studying in public schools in the central districts of Manisa, a province in the west of Turkey, in the 2018-2019. academic year. The data were collected by means of " Social Studies Oriented Achievement Goal Scale" and "Social Studies Learning Approaches Scale ". The study concludes that learning achievement goals positively predict deep learning approaches but negatively predict surface learning approaches. Also, performance-goal orientation negatively predicts deep learning approaches but positively predicts surface learning approaches. Compared to the 3x2 model, the 2x2 achievement goal model showed a better fit with the data in explaining the relationships between achievement goals and learning approaches. Findings revealed the complex structure of achievement goals specific to the subject area. The results of the research were discussed in the context of the effects of achievement goals on the learning process.

The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis

“…Random-effects individual correlates for the 3 × 2 achievement goals collapsed into approach and avoidance goals by the positive emotions, negative emotions, learning strategies, motivation, and performance. Studies contributing to each correlate analyses are as follows: positive emotions approach and avoidance [26,27,39,43,48,61,63,64,66,76,78], negative emotions approach and avoidance [26,27,43,[61][62][63]66,74], learning strategies approach [18,19,26,27,44,45,51,56,58,71,74,75], learning strategies avoidance [18,19,26,27,44,45,51,56,58,74,75], motivation approach [19,21,39,42,[45]…”

“…Note: k = number of samples, SE = standard error, CI = confidence interval, I 2 = heterogeneity statistic. Task approach-TAP [18,19,26,27,44,45,51,56,58,71,74,75], Task avoidance-TAV [18,19,26,27,44,45,51,56,58,74,75], Selfapproach-SAP [18,19,27,44,45,51,56,58,71,74,75], Self-avoidance-SAV [18,19,27,44,45,51,56,58,74,75], Other approach-OAP [18,19,26,27,44,45,…”

Livestock waste management to improve community knowledge in the cow farming groups

“…Psychological aspects such as negative emotions cannot be separated from the individual due to feelings of failure apprehension; hence, individuals prefer to avoid taking advantage of possibilities in their social context (Farradinna & Fikri, 2020). According to Uztemur (2020), individuals with goal-performance orientation and mastery-goal orientation fall into two categories: approach and avoidance.…”

“…One option is to utilize a biogas facility to convert livestock manure into biogas that can be used in residences. Meanwhile, those whose goal is to avoid mastery exhibit avoidance behavior in uncertain situations and may fail to achieve their goals (Kirbulut & Uzuntiryaki-Kondakci, 2019;Uztemur, 2020). Figures 5 and 6 depict socialization and extension initiatives for handling cattle manure.…”

“…Based on the analysis results, it was determined that the participants in the counseling to attain the goals exhibited a more advantageous pattern of learning behavior. According to a study by Uztemur (2020), individuals with a learning process approach show better intrinsic motivation; the intention to improve their abilities comes from within themselves. The analysis showed a change in the increase in the achievement goals of the extension participants before being given treatment (attainment counseling).…”