Three Levels of Goal Orientation in Learning

Abstract

Journal of the Learning SciencesPublication details, including instructions for authors and subscription information:

How to Investigate the Goal Orientations of Students in Competence-based Pre-Vocational Secondary Education: Choosing the Right Instrument

“…Several attempts have been made to classify the types of goals which students may pursue when learning (Boekaerts & Simons, 2003;Bransford et al, 1999;Duda & Nicholls, 1992;Elliot & McGregor, 2001;Ng & Bereiter, 1991). The various classifications show many similarities.…”

“…The students are asked to pick a card with the type of goal which they are working on at several points during the performance of a task and to reflect upon the selected goal (cf. Ng & Bereiter, 1991). The reflection part of the instrument is quite open and thus provides qualitative data.…”

New Learning in Science and Technology

“…In these studies age-and sex-related differences concerning the interpretation and appreciation of technology were central. Ng and Bereiter (1992) performed an in-depth study on the influence of goal orientations on learning activities and learning results. Adult subjects in this study voluntarily took a BASIC programming course.…”

“…Probably objectivistic transfer conceptions are embedded in such individual learning theories: specific practice situations are viewed as occasions for applying previously learned knowledge, which is considered as general and 'ready-made'. More constructivistic transfer conceptions, on the other hand, would lead to an interpretation of practice situations as settings in which new knowledge and skills can be constructed or prior knowledge be reconstructed, instead of settings that merely serve to apply previously acquired, not yet deeply rooted and personalized knowledge (Van der Sanden & Teurlings, 1998; compare also Ng and Bereiter's students with personal knowledge building goals; Ng & Bereiter, 1992).…”

“…Science learning is also studied by researchers interested in student goal orientations, learning conceptions and approaches to learning (e.g. Ng & Bereiter, 1992;Prosser, Walker &Millar, 1996) andepistemological beliefs (e.g. diSessa, 1985;Schommer, 1994;Wigfield, Eccles & Pintrich, 1996).…”