Predictive relationships between adult students’ achievement goal orientations, course evaluations, and performance

Pulkka, Antti-Tuomas; Niemivirta, Markku

doi:10.1016/j.ijer.2013.03.015

Cited by 20 publications

(17 citation statements)

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“…These included work avoidance (e.g., trying to avoid effort and preferring easy assignments) and academic alienation (e.g., trying to disregard rules and expectations by "goofing off" and "beating the system"), which empirically often merged into one, (work) avoidance orientation. Note that such goals have often been disregarded in contemporary research based on the argument that they rather represent the absence of an achievement goal than the presence of one (Elliot & Thrash, 2001), yet the research clearly suggests that they indeed belong to the goals students themselves identify and subscribe to in achievement contexts (Dowson & McInerney, 2001;Lemos, 1996;Pulkka & Niemivirta, 2015).…”

Section: Different Classes Of Goals and Goal Orientationsmentioning

confidence: 99%

“…Then again, this effect does not necessarily extend to specific task performances. In fact, if students' mastery tendencies and task characteristics do not match (e.g., the task seems irrelevant for learning or focuses on trivialities), such tendencies may even turn out to be counterproductive (Pulkka & Niemivirta, 2015; see also Senko, Hama, & Belmonte, 2013).…”

Section: Profile Differences In Relation To Achievementmentioning

confidence: 99%

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Achievement Goal Orientations

Niemivirta¹,

Pulkka²,

Tapola³

et al. 2019

The Cambridge Handbook of Motivation and Learning

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In this chapter, we describe the principles of a person-oriented approach to studying individual differences (and similarities), and how it can be applied to the study of students' achievement goal orientations. First, we briefly illustrate the approach, which provides a way of looking at the relative emphasis of different achievement goal orientations, thereby explicitly addressing the issue of multiple goals and their associations with important outcomes. Second, we give a comprehensive review of studies that have applied such an approach to investigating students' achievement goals. The diversity in conceptualizations, methods, and study samples in the studies complicates the interpretation of the findings, but some generalizations can nevertheless be made. Based on the review, we conclude that students with qualitatively different achievement goal orientation profiles can clearly be identified, and that the extracted profiles are rather similar across studies. Further, it seems that such profiles are relatively stable over time and meaningfully associated with learning and various educational outcomes (e.g., academic achievement, self-perceptions, well-being, task-related motivation, and performance). The review also contributes to the debate concerning the advantages of endorsing different goals. Finally, we raise some methodological concerns, discuss implications for learning, and provide suggestions for future research. ACHIEVEMENT GOAL ORIENTATIONS 3 Achievement Goal Orientations: A Person-Oriented ApproachIn this chapter, we will explore a way of studying motivation that focuses on the profiles of students' preferred goals and related outcomes in achievement contexts. We argue that taking into account the relative emphasis of different goals or goal orientations provides us with valuable information about individual differences in motivation and how those differences are associated with various academic and personal outcomes. This so-called person-oriented approach is well suited for the study of group and individual differences within and over time, as it is predicated on the assumption that the population is heterogeneous with respect to the patterns of variables. Variables are considered less as agents and outcomes and more as properties of individual and their environment (Laursen & Hoff, 2006). In the following, we will first briefly describe and illustrate the person-oriented approach, after which we will review a body of research that has applied such an approach to investigating students' achievement goals and goal orientations. What Is a Person-Oriented Approach?Often when we refer to motivation in everyday discussions, we tend to describe individuals or groups of individuals: "he was not motivated to do the task", "she has always displayed immense interest in mathematics", "the team clearly lacked confidence", and so on.Yet, in research, we are inclined to discuss about the constructs: interest seems to predict course choices, anxiety interferes with task performance, confidence contributes to ...

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Section: Different Classes Of Goals and Goal Orientationsmentioning

confidence: 99%

Section: Profile Differences In Relation To Achievementmentioning

confidence: 99%

Achievement Goal Orientations

Niemivirta¹,

Pulkka²,

Tapola³

et al. 2019

The Cambridge Handbook of Motivation and Learning

Self Cite

View full text Add to dashboard Cite

show abstract

“…For example, Chang and Smith () have argued that students' course satisfaction should be taken into account by instructors because attitudes are often prerequisite of success. Pulkka and Niemivirta () also claimed that course satisfaction may be related to grade as a function of course characteristics or students' assessment viewpoints. Therefore, it can be inferred that course satisfaction might have a positive association to learning outcome directly or indirectly.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course

Chen¹,

Yang²,

Hsiao³

2015

Brit J Educational Tech

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The flipped classroom approach has recently gained prominence in education. However, a review of previous studies shows that the relationship associated with gender difference, student perceptions and learning outcomes has still remained unexplored, and there has been little discussion regarding flipped classroom environment. To fill this gap, this study aimed to provide a further study by developing an empirical study, extending perspectives of research for flipped classroom in education. This study was conducted to respond and investigate two main student perceptions in a flipped precalculus course, namely, situational interest and course satisfaction. By the self-developed perception measures, situational interest contained feeling, value and topic interest (three factors), while course satisfaction contained course design, system quality, course arrangement and online assessment (four factors). To respectively determine factors on final grades, we assessed the predicting power among those factors. Students' feedback and gender differences were also evaluated to provide a holistic profile of this flipped course. Results showed that feelings predict the final grades in males, while course design predicts the final grades in females. Moreover, the result also showed that even if females and males showed different topic interest in this course, they performed equally well. Some suggestions to effectively implement a flipped course were also provided from students' feedback. The implications of the results were provided for instructors' guidance in implementing flipped classroom. Finally, the study concluded that students' perceptions may be considered as motivational strategies in teaching and learning process to involve students in academic activities for improving their grades in flipped course.

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“…Achievement goal theory focuses on the types of goals (purpose or reasons) (Ames, 1992;Pintrich, 2000) that dictate achievement-related behaviours. However, students in higher education hold low achievement goals (Bernardo & Ismail, 2010;Chen, 2015) to avoid challenges (Pulkka & Niemivirta, 2015). Prior research also found that such students tend to engage in task-avoidance (David, 2012;Gillet, Lafrenière, Huyghebaert, & Fouquereau, 2015;Stoeber, Haskew, & Scott, 2015) and self-avoidance goals (Stoeber et al, 2015) compared to task and self-approach goals.…”

Section: Introductionmentioning

confidence: 99%

Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes

Hidayat

Zamri

Zulnaidi

2018

EURASIA J MATH SCI T

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This study examined the validity and reliability of achievement goal instruments to determine the nature of achievement goals for Indonesian students in mathematics education programmes. A total of 538 students participated, selected by using cluster random sampling. A survey design was employed to investigate the factor structure of the achievement goals. Quantitative data were analysed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS 23 and AMOS 18. EFA revealed similar structures from prior research and the present study. The CFA approach verified the questionnaire of achievement goal was satisfactory for Indonesian students' context. It also confirmed Indonesian students in mathematics education programmes adopt other-avoidance and self-approach goals. This work concludes the achievement goals of Indonesian university students have a six-factor structure. These findings imply the greater importance of validating and confirming the structure of pupils' achievement goals relative to translating a construct into a different language.

show abstract

Predictive relationships between adult students’ achievement goal orientations, course evaluations, and performance

Cited by 20 publications

References 79 publications

Achievement Goal Orientations

Achievement Goal Orientations

Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course

Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes

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