The influence of achievement goals on learning behaviors
Date Issued
2008
Date
2008
Author(s)
Ho, Ping-Hui
Abstract
This study investigates how achievement goal situations influence learning behaviors and what is the relation between learning goals that people adopt and learning behaviors. Grant and Dweck（2003）differentiated learning goals to “mastery-challenge goal” which means people engage activity for challenge and “learning goal” labeled “incremental-learning goal” in this study which means people engage activity for improve ones ability. Study 1 showed that when facing failure, students in learning goal situation still wanted to learn than those in performance goal situation and “mastery-challenge goal” adopted by students has an effect on intrinsic motivation. However, study 2 showed that in failure context approach-performance goal situation promote student’s intrinsic motivation than learning goal situation. Study 2 discovered that “mastery-challenge goal” adopted by students has an effect on task-involved emotion, but “incremental-learning goal” has no effect. Study 3 used relevant psychological constructs to differentiate “incremental-learning goal” and “mastery-challenge goal”. Results imply that “incremental-learning goal” is relation to exhibition need, however, there is no rekationship on “mastery-challenge goal”. Finally we discussed inconsistent results on learning behavior in achievement goal situation between study 1 and study 2.
Subjects
achievement goals
mastery-challenge goal
incremental-learning goal
intrinsic motivation
File(s)![Thumbnail Image]()
Loading...
Name
ntu-97-R93227115-1.pdf
Size
23.53 KB
Format
Adobe PDF
Checksum
(MD5):a449c86f134bcc02389927c9be4c666c