The role of achievement goals in completing a course assignment: examining the effects of performance‐approach and multiple goals

Ng, Clarence

doi:10.1080/02680510500472189

Cited by 24 publications

(22 citation statements)

References 16 publications

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“…Other research has tested multiple goals with measured self-set goals. However, such research primarily used cluster analyses (Riveiro, Cabanach, & Arias, 2001;Valle et al, 2003) or median split (Fox et al, 1994;Ng, 2006;Pintrich, 2000;Shih, 2005). According to Barron and Harackiewicz (2001), median split is not ideal for testing multiple-goal effects; rather, it can be done not only by testing independent goals' effects on various outcomes (which can bring support to the additive or specialized pattern hypotheses) but also by examining interactions between goals.…”

Section: The Multiple-goal Approachmentioning

confidence: 99%

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon¹,

Dompnier²,

Gillieron³

et al. 2010

Journal of Educational Psychology

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Régner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information). In the present article, the possibility of a link between mastery goals and social comparison that depends on the level of performance-approach goals-a possibility supported by a multiple-goal perspective-was tested by examining the interaction effect between mastery and performance-approach goals. This is an important endeavor, as educational settings are rarely free from performance-approach goals, even when mastery goals are promoted. In Study 1, we tested self-set achievement goals (mastery, performance-approach, and performance-avoidance goals) as predictors of SCO; the interaction between mastery goals and performance-approach goals indicated that the higher the performance-approach goal endorsement, the stronger the link between mastery goals and SCO. In Study 2, we manipulated goal conditions; mastery goals predicted interest in social comparison in the performance-approach goal condition only. Results are discussed in terms of the importance of multiple-goal pursuit in academic settings.

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Section: The Multiple-goal Approachmentioning

confidence: 99%

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon¹,

Dompnier²,

Gillieron³

et al. 2010

Journal of Educational Psychology

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“…In the distance learning literature, distance learners are generally described as learning-oriented. To learn for knowledge and personal development are often distance learners' main motivational foci when embarking on distance learning (Eppler & Harju, 1997;Ng, 2006). In addition, Eppler and Harju (1997) specifically found that adult learners, compared to young students, endorsed the use of mastery goals over performance goals.…”

Section: The Current Studymentioning

confidence: 99%

“…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

IRRODL

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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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“…The research on distance learners' motivation using this dominant framework is at its beginning stage; few studies are available (e.g. Eppler & Harju, 1997;Ng, 2006Ng, & 2008. Using a sample of Chinese distance laerners, the current study contributed significantly to our undestanding of distance learners' motivation from this important theoretical perspective.…”

Section: Introductionmentioning

confidence: 99%

“…Few studies (e.g. Eppler & Harju, 1997;Ng, 2006Ng, & 2008 in distance learning have utilized the achievement goal framework to researching distance learners and their learning processes. Ng (2008) used an extended multiple goal perspective and classified distance learners into different types of goal users.…”

Section: The Current Studymentioning

confidence: 99%

The Role of Self-Efficacy, Control Beliefs and Achievement Goals on Learning Among Distance Learners

Ng¹

2012

International Perspectives of Distance Learning in Higher Education

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The role of achievement goals in completing a course assignment: examining the effects of performance‐approach and multiple goals

Cited by 24 publications

References 16 publications

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

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

The Role of Self-Efficacy, Control Beliefs and Achievement Goals on Learning Among Distance Learners

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