A Serial Mediation Approach to Goal Orientations, Learning Strategies and Achievement Outcomes on a Computer-Mediated English Program

Autor/in	Rivers, Damian J.
Titel	A Serial Mediation Approach to Goal Orientations, Learning Strategies and Achievement Outcomes on a Computer-Mediated English Program
Quelle	In: Journal of Educational Computing Research, 59 (2021) 7, S.1343-1369 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rivers, Damian J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633121995903
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Models; Metacognition; Learning Strategies; Learning Motivation; Goal Orientation; Undergraduate Students; Academic Achievement; Correlation; Mastery Learning; Foreign Countries; Cognitive Style; Japan + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Zielorientierung; Zielvorstellung; Schulleistung; Korrelation; Ausland; Cognitive styles; Kognitiver Stil
Abstract	Computer-mediated learning initiatives have recently increased due to the novel coronavirus pandemic. Implications are thus created for self-regulation, learning and achievement as computer-mediated learners face unique motivational and metacognitive demands. The current research uses a serial mediation approach to test the effect of goal orientations and the mediatory role of learning strategies on achievement among 195 Japanese university students on a 24-month computer-mediated English program. The tested model shows a good fit to the data and accounts for 28.5% of the achievement variance. Direct effects are observed between a performance-approach orientation and achievement. Mediation effects are also observed between a performance-approach orientation and achievement via a strategic approach to learning. In contrast, the effect of a mastery orientation on achievement is mediated via a strategic approach to learning. A mediated serial effect is also observed between a mastery orientation and achievement via a deep and strategic approach to learning. The challenges facing teachers and students of computer-mediated learning solutions in English as a foreign language (EFL) education and the importance of providing an informed experience that facilitates, supports and rewards adaptive motivations and approaches to learning are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01