Achievement goals in adult learners: Evidence from distance education

Remedios, Richard; Richardson, John T. E.

doi:10.1111/bjep.12001

Cited by 26 publications

(14 citation statements)

References 80 publications

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“…The relationship between goal orientation and academic performance in adult distance education has hardly been studied before, with the exception of the research of Remedios and Richardson (2013). The present study partly replicates their findings, as they also found performance approach to be a positive predictor and performance avoidance to be a negative predictor of exam grades.…”

supporting

confidence: 87%

“…To our knowledge, the research of Remedios and Richardson (2013) is the only study in which the relationship between goal orientation and academic achievement for adult students in a distance education setting was examined. Remedios and Richardson found a positive relationship between performance approach and examination grades and a negative relationship between mastery avoidance and performance avoidance with examination grades.…”

Section: Goal Orientation and Academic Performance In Distance Educationmentioning

confidence: 99%

“…In the Remedios and Richardson (2013) study, students were enrolled in three specific courses within an educational program at the Open University of the United Kingdom (UKOU). These courses were part of an educational system that was organised into semesters similar to traditional education.…”

Section: Goal Orientation and Academic Performance In Distance Educationmentioning

confidence: 99%

“…Second, it was a large scale study, which decreases the high risk of a type-I error. Third, the Goal Orientation and Academic Performance in Adult Distance Education Neroni, Meijs, Leontjevas, Kirschner, and de Groot 204 modular system in this research, in which students can study in their own time and at their own pace, makes this research unique compared to the research of Remedios and Richardson (2013).…”

mentioning

confidence: 94%

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Goal Orientation and Academic Performance in Adult Distance Education

Neroni

Meijs

Leontjevas

et al. 2018

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Research has shown the importance of goal orientation in predicting academic performance for children, adolescents, and college students in traditional educational settings. Studies on this relationship within adult distance education, however, are lacking. To fill this gap, the present study was conducted to investigate the relationship between goal orientation and academic performance in adult distance learners. A sample of N = 1128 distance university students (age 18-75 years) filled out an online questionnaire. Their exam grades were collected from the files of the Open University of the Netherlands (OUNL). A mixed model regression showed performance approach goal orientation to be a positive predictor of academic performance, whereas performance avoidance and work avoidance were negative predictors of academic performance. Non-significant results were found for mastery approach as well as for mastery avoidance. Implications of these results are discussed.

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supporting

confidence: 87%

Section: Goal Orientation and Academic Performance In Distance Educationmentioning

confidence: 99%

Section: Goal Orientation and Academic Performance In Distance Educationmentioning

confidence: 99%

mentioning

confidence: 94%

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Goal Orientation and Academic Performance in Adult Distance Education

Neroni

Meijs

Leontjevas

et al. 2018

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“…Sachs (2001) found that mastery goals predicted adult learners' enjoyment in completing course assignments but not their graded performance. More direct support regarding the significant role of mastery goals for distance learners can be derived from several recent studies (Ng, 2006(Ng, , 2008(Ng, , 2009Remedios & Richardson, 2012) that produced repeated empirical evidence supporting that learning for knowledge improvement, understanding and competence development have been dominant forms of motivation for this group of learners. However, the extent to which mastery goals are the sole motivational source for distance learners is questionable.…”

Section: The Current Studymentioning

confidence: 99%

Learners’ goal profiles and their learning patterns over an academic year

2015

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The present study aimed to examine distance learners' goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners' general orientations to learning, at the middle of the course in relation to learners' completion of an assignment, and towards the end of the course in relation to learners' preparation for course examination. Two hundred seventy-six adult distance learners completed three survey questionnaires that assessed their motivation and learning at these three learning points. Using person-centred analytical procedures, this study located four groups of learners based on different combinations of mastery and performanceapproach goals. MANOVA results have shown that multiple-goal learners (High mastery/High performance, HH) who held strong mastery and performance-approach goals used more deep and regulatory strategies and showed a higher level of learning interest across three waves of surveys than did those focusing solely on mastery (HL) or performance-approach goals (LH).However, the multiple-goal learners did not have better achievement levels compared to those focusing solely on mastery goals (HL). Given that multiple goal learners learnt with a more engaged pattern, it is less likely that these motivated learners will drop out of distance learning courses and programs. Future studies should explore how these goals can be promoted simultaneously in distance learning.

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Achievement goal orientations and self-regulated learning strategies of adult and traditional learners

Lin

Wang

2018

New Horizons in Adult Education and Human Resource Development

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Previous studies indicated there was a difference in goal orientations and learning strategies between adult and traditional learners. However, limited studies investigated the relationship between achievement goal orientations (AGO) and self‐regulated learning (SRL) between adult and traditional learners. Hence, the current study examined the different levels in AGO and SRL between adult and traditional learners, and the relationship between student status, AGO, and SRL. A total number of 469 students participated in the study, including 228 traditional learners and 240 adult learners. Results indicated that adult learners had higher levels of mastery‐approach goal orientation, while traditional students had higher levels of performance‐avoidance goal orientation. Additionally, mastery approach goal orientation is usually positively linked with both adult and traditional learners’ self‐regulated learning strategies, whereas performance avoidance goal orientation is negatively linked with metacognitive self‐regulation and effort regulation strategies.

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Achievement goals in adult learners: Evidence from distance education

Abstract: The achievement-goal framework is as appropriate for understanding influences on attainment in adult learners as it is in younger students. Adult learners may be more sensitive to the deleterious effects of adopting mastery-avoidance achievement goals.

Cited by 26 publications

References 80 publications

Goal Orientation and Academic Performance in Adult Distance Education

Goal Orientation and Academic Performance in Adult Distance Education

Learners’ goal profiles and their learning patterns over an academic year

Achievement goal orientations and self-regulated learning strategies of adult and traditional learners

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