Literaturnachweis - Detailanzeige
| Autor/inn/en | O'Malley, Patricia Tenowich; Sonnenschein, Susan |
|---|---|
| Titel | Profiling Differences in Achievement and Social Goals of Students at Different Levels of Expertise |
| Quelle | (2010), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Learning Theories; College Students; Grade Point Average; Goal Orientation; Learning Processes; Psychology; Expertise; Academic Achievement; Multivariate Analysis; Correlation; Predictor Variables; Student Educational Objectives; Achievement Need; College Instruction; Student Attitudes; Motivated Strategies for Learning Questionnaire |
| Abstract | The purpose of this study was to integrate domain-learning theory and goal theory to investigate the learning processes, achievement goals, social goals, and achievement of 141 college students. Cluster-analytic procedures were used to categorize participants at different levels of expertise based on their responses on knowledge, interest, and strategic processing measures specific to psychology. Results revealed two distinct levels of expertise: Acclimated and Competent. Three sets of findings enhance our understanding of college learning. First, results indicated students at different levels of expertise adopt different goals. Whereas, the Acclimated group adopted performance-avoidance goals, the Competent group adopted mastery, performance-approach, and social concern goals, indicating students at different levels of expertise have different reasons for achieving. Second, the results provide support for multiple goal theory: (a) interest, strategic processing, and psychology GPA were each positively correlated with mastery and performance-approach goals; and (b) mastery and performance-approach goals were each unique predictors of psychology GPA. Third, social goals were positively related to some academic outcomes and negatively related to others. Findings suggest that college students' goals relate to the development of expertise within a domain. Educators need to consider students' knowledge, interest, strategy use, and goal orientations when developing instructional environments to improve student learning. (Contains 1 figure and 2 tables.) (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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