Achievement Goal Orientation as a Predictor of High-Impact Practice Participation for Postsecondary Students

Autor/in	Miller, Angie L.
Titel	Achievement Goal Orientation as a Predictor of High-Impact Practice Participation for Postsecondary Students
Quelle	In: Mid-Western Educational Researcher, 34 (2022) 3, S.223-246 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-3997
Schlagwörter	Achievement Need; Academic Achievement; Goal Orientation; Educational Practices; College Students; College Freshmen; College Seniors; Student Surveys; Learner Engagement; National Surveys; Mastery Learning; Competency Based Education; Student Participation; Program Effectiveness; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Bildungspraxis; Collegestudent; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Achievement goal orientation has been studied within education for decades, and previous research has linked the construct to student achievement and engagement. This study uses the 2x2 achievement goal orientation as a framework for exploring high-impact practice (HIP) participation for approximately 8,000 college students across 15 different institutions participating in the National Survey of Student Engagement (NSSE). Through a series of binary logistic regression analyses, results suggest students who employ a mastery-approach orientation are more likely to partake in a variety of beneficial HIPs, such as learning communities, research with faculty, service learning, study abroad, culminating experience, and formal leadership roles. Results for the remaining achievement goal orientations were more mixed, with some positively predicting HIP participation and others emerging as negative predictors. (As Provided).
Anmerkungen	Mid-Western Educational Research Association. PO Box 702, Athens, OH 45701. Tel: 740-593-0880; e-mail: mwera.ed@gmail.com; e-mail: mwer1316@gmail.com; Web site: http://www.mwera.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01