Similar Goals, Different Results: Differences in Group Learning Goals and Their Impact on Academic Achievements

Autor/inn/en	Guterman, Oz; Neuman, Ari
Titel	Similar Goals, Different Results: Differences in Group Learning Goals and Their Impact on Academic Achievements
Quelle	In: Journal of Further and Higher Education, 43 (2019) 6, S.729-741 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neuman, Ari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2017.1394990
Schlagwörter	Differences; Academic Achievement; Higher Education; Goal Orientation; Foreign Countries; Arabs; Jews; Personality Traits; Learning Strategies; Questionnaires; Children; Intelligence Tests; Correlation; Instructional Effectiveness; Undergraduate Students; Minority Group Students; Israel; Motivated Strategies for Learning Questionnaire; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Unterscheiden; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zielorientierung; Zielvorstellung; Ausland; Arab; Araber; Jew; Jude; Jüdin; Juden; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Child; Kind; Kinder; Intelligence test; Intelligenztest; Korrelation; Unterrichtserfolg
Abstract	Research has indicated significant disparities in the academic achievement of minority and majority groups in most Western countries. In light of the role of academic achievement as the main component of social mobility, it is important to understand the source of these differences between the majority and minority groups. The present research focused on learning goals as a possible basis for the disparity in academic achievement. It examined the learning goals of matched groups of students of Jewish and Arab Israelis who were enrolled in the same academic institution, and followed their academic achievement for two years. The findings indicate a gap between the groups in terms of achievement in favour of the students from the Jewish majority group. No difference was found between the groups in learning goals, but the level of intrinsic goal orientation was associated with achievement differently in the two groups. Possible explanations and implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01