Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education

Autor/inn/en	Geitz, Gerry; Brinke, Desirée Joosten-ten; Kirschner, Paul A.
Titel	Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education
Quelle	In: Journal of Teaching in International Business, 26 (2015) 4, S.273-292 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2015.1128375
Schlagwörter	Goal Orientation; Feedback (Response); International Trade; Business Administration Education; Intervention; Mastery Learning; Sustainability; Problem Based Learning; Marketing; Foreign Countries; Statistical Analysis; Pretests Posttests; Correlation; Control Groups; Experimental Groups; Self Efficacy; Undergraduate Students; Student Attitudes; Likert Scales; Teaching Methods; Questionnaires; Netherlands + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Trade; International relations; Handel; Internationale Beziehungen; Nachhaltigkeit; Problem-based learning; Problemorientiertes Lernen; Ausland; Statistische Analyse; Korrelation; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Likert-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Niederlande
Abstract	Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable feedback implies acknowledgment of students' need to be actively involved in their own feedback process. First, relations between and changeability of the concepts found in previous research were validated. Second, the effects of the sustainable feedback intervention were analyzed. Although sustainable feedback helped mastery-oriented learners maintain deep learning, it did not directly influence their goal orientations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01