Literaturnachweis - Detailanzeige
Autor/inn/en | Edwards, Ordene V.; Ray, Herman G.; Granger, Marion |
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Titel | Investigating the Impact of an Intervention to Promote Mastery Goal Orientation |
Quelle | In: Teaching of Psychology, 50 (2023) 1, S.6-13 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Edwards, Ordene V.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0098-6283 |
DOI | 10.1177/00986283211026278 |
Schlagwörter | College Students; Surveys; Learning Strategies; Questionnaires; Mastery Learning; Goal Orientation; Self Efficacy; Failure; Fear; Academic Achievement; Intervention; Student Motivation; Patterns of Adaptive Learning Survey; Motivated Strategies for Learning Questionnaire |
Abstract | Background: Encouraging students to adopt a mastery goal orientation can help increase learning and motivation. However, the effect of mastery goal orientation interventions specifically in upper-division online elective psychology courses has not been studied. Objective: The purpose of this replication study was to examine the effects of a mastery goal intervention on fear of failure, mastery and performance-approach goals, self-efficacy, and academic performance over time. Method: Fifty-eight students enrolled in an online upper-division educational psychology course were randomly assigned to an experimental or control group. The experimental group engaged in activities that steered them toward a mastery goal orientation, while the control group completed a stress management activity. Outcomes were measured four times during the study. Results: Contrary to our predictions, there were no significant differences between conditions on any of the outcomes. Conclusion: Although a mastery adoption intervention has been shown to be effective in prior studies, the current intervention had no impact on students in an upper-level online psychology course. Teaching Implications: Considering that a mastery goal orientation is consistently linked to adaptive academic outcomes, potentially impactful ways to apply the intervention 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: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |