Adult Students' Achievement Goal Orientations and Evaluations of the Learning Environment: A Person-Centred Longitudinal Analysis

Autor/inn/en	Pulkka, Antti-Tuomas; Niemivirta, Markku
Titel	Adult Students' Achievement Goal Orientations and Evaluations of the Learning Environment: A Person-Centred Longitudinal Analysis
Quelle	In: Educational Research and Evaluation, 19 (2013) 4, S.297-322 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2013.767741
Schlagwörter	Educational Environment; Profiles; Goal Orientation; Student Attitudes; Adult Students; Achievement Need; Longitudinal Studies; Attitude Change; Aptitude Treatment Interaction; Foreign Countries; Military Schools; Cluster Grouping; Factor Analysis; Questionnaires; Finland + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Charakterisierung; Profilanalyse; Zielorientierung; Zielvorstellung; Schülerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Attitudinal change; Einstellungsänderung; Ausland; Militärschule; Eingruppierung; Faktorenanalyse; Fragebogen; Finnland
Abstract	This study focused on the stability and change in students' achievement goal orientations and whether the students' perceptions of the learning environment vary as a function of their achievement goal orientations. Participants were 169 students of the Finnish National Defense University. The students' goal orientations and their evaluations of the learning environment were assessed twice, approximately four months apart. Four groups of students were identified based on their achievement goal orientation profiles, and 60% of the participants displayed identical profiles in both measurements. Students with different goal orientation profiles differed in their evaluations of the quality of pedagogical materials, effort and attainment, and participation. Students oriented towards an increase of competence and mastery or towards normative performance and success were most positive in their evaluations. Students oriented towards avoidance of effort or display of incompetence gave less positive ratings. The relation between motivation and perceptions of learning environment is discussed. (Contains 7 tables, 1 figure, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10