Effects of achievement goals on learning interests and mathematics performances for kindergarteners

Abstract

BackgroundStudies have investigated the effects of achievement goals on learning interests and mathematics performance above the elementary-school level. However, few studies have explored this topic among kindergarteners based on sound theoretical frameworks.MethodsThrough the enrollment of 15 kindergarten teachers and 180 kindergarteners, this study re-validated newly developed measurements of kindergarteners’ achievement goals and learning interests and used these measures to further clarify the effects of achievement goals on learning interests and mathematics performances using structural equation modeling.ResultsThe results indicate that (1) task-approach goals have positive effects on situational interest and advanced arithmetic performance, whereas task-avoidance goals have positive effects on individual interest. (2) Self-based goals have null effects on most learning interests and mathematics performance, but they have significant negative effects on numbering and counting performance. However, most of these null effects represent negative tendencies. (3) Other-approach goals have positive effects on situational interest and basic arithmetic performance, whereas other-avoidance goals have null effects on these outcomes but have an almost significant positive effect on numbering and counting performance. (4) Task-based goals and self-approach goals are generally beneficial for learning interests and mathematics performance.ConclusionThese results suggest that task-based goals and other-approach goals may be implemented with consideration of the potential long-term detrimental effects of social comparison on learning outcomes. Furthermore, possible negative effects of self-based goals must be monitored to prevent them from undermining learning outcomes. This study revealed consistent, inconsistent, and new evidence that, respectively, verifies, complements, and contradicts findings on the learning outcomes of students above the elementary-school level.

Preschool teachers’ perception of curriculum reform in Taiwan’s early childhood education

“…Among su ch curriculum metaphors, eight are the most common in educational research. These e ight curriculum metaphors of Schub ert include curriculum as content or subject matter, as experience, as a career, as an agenda for social reconstruction, as a program of planned activities, as intended learning outcomes, as cultural reproduction, and as d iscrete tasks and concepts (Rijal, 2021;Shih, Chen, & Ye, 2020;, 2023.…”

“…The Early Childhood Education and Care Curriculum Frame work (hereafter referred to as the New Cu rriculum) was implemented in August 2017. However, preschool teachers have conducted studies and workshops on the curriculum since 2012 (Chang, 2016;Shih, 2020aShih, , 2020bWei, 2014;Wu, 2023). The goal of schools--in other words 'what was to be learned'--was taken for granted, so the curriculum was interpreted as the instruction and efficient organization of teaching resources (Young, 2013).…”