Mastery-Approach Goals and Knowledge Transfer: An Investigation into the Effects of Task Structure and Framing Instructions

Autor/inn/en	Belenky, Daniel M.; Nokes-Malach, Timothy J.
Titel	Mastery-Approach Goals and Knowledge Transfer: An Investigation into the Effects of Task Structure and Framing Instructions
Quelle	In: Learning and Individual Differences, 25 (2013), S.21-34 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2013.02.004
Schlagwörter	Educational Environment; Behavioral Objectives; Instruction; Goal Orientation; Mathematics; Transfer of Training; Achievement Need + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching process; Unterrichtsprozess; Zielorientierung; Zielvorstellung; Mathematik; Training; Transfer; Ausbildung
Abstract	Although prior work has shown that mastery-approach achievement goals are related to positive learning behaviors (e.g., more interest, perseverance, and self-regulation), less is known about how these goals interact with instruction to influence knowledge transfer. To address these issues we conducted a laboratory experiment investigating how two aspects of the instructional environment, the task structure (tell-and-practice direct instruction vs. minimally-guided open-ended invention activities) and the task framing (mastery vs. performance), affected students' task-based mastery goal adoption and transfer when learning statistics. The results showed that structure was more effective than framing in manipulating students' mastery-approach goal adoption. In addition, students' existing mastery-approach orientations for mathematics strongly predicted knowledge transfer for all of the instructional conditions except for students given invention activities with a performance framing. For these students, the relationship between mastery-approach orientation and transfer was not observed, indicating that this condition makes transfer more likely for those lower in mastery-approach orientation. The results are discussed in terms of the implications for theories of achievement goal motivation, knowledge transfer, and instruction. (Contains 2 tables and 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10