Between Students' Instrumental Goals and How They Learn: Goal Content Is the Gap to Mind

Autor/inn/en	Fryer, Luke K.; Ginns, Paul; Walker, Richard
Titel	Between Students' Instrumental Goals and How They Learn: Goal Content Is the Gap to Mind
Quelle	In: British Journal of Educational Psychology, 84 (2014) 4, S.612-630 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12052
Schlagwörter	Goal Orientation; Learning Processes; Correlation; Learning Motivation; Structural Equation Models; Role; Academic Achievement; Foreign Countries; College Freshmen; Cognitive Style; Outcomes of Education; Student Adjustment; Student Motivation; Japan + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Learning process; Lernprozess; Korrelation; Motivation for studies; Lernmotivation; Rollen; Schulleistung; Ausland; Studienanfänger; Cognitive styles; Kognitiver Stil; Lernleistung; Schulerfolg; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulische Motivation
Abstract	Background: Experimental/correlational studies have consistently demonstrated that the contents of an individual's goals play an important role within future motivations, learning processes, and outcomes. Aims: The aim of the study was to extend past findings by employing a three-point, cross-lagged latent simultaneous structural model in the examination of the role of intrinsic/extrinsic goals' effects on key proximal motivations, learning variables, and achievement in the context of a Japanese university. Sample: This study consisted of first-year students within seven departments, attending one university (n = 584). Methods: Employing three data points, separated by 8 and 7 months, this study tests the effects of students' instrumental goals on future motivations, approaches to learning and learning outcomes. Three goals were the focus of this study: Distal internally regulated, distal externally regulated, and proximal externally regulated. Internally regulated goals were hypothesized to be broadly adaptive, while externally regulated goals were hypothesized to be maladaptive. Results: Findings reflected the broad importance of internal regulation for goals. Internally regulated goals positively predicted mastery goals and negatively predicted task valuation and effort belief deficits 8 months later. While not predicting achievement directly, internally regulated goals were the strongest predictor of future deep approaches to learning despite the lag of 15 months. Proximal externally regulated goals had no significant cross-lagged effects, and distal externally regulated goals had a negative predictive effect on future deep approaches to learning. Conclusions: This study extends intrinsic/extrinsic goal research both within education broadly and in the context of Japan. Furthermore, instrumental goals were found to play important roles supporting students in overcoming future motivation deficits and the pursuit of deep approaches to learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10