How the Learning Context Affects Adolescents' Goal Orientation, Effort, and Learning Strategies

Autor/inn/en	Schweder, Sabine; Raufelder, Diana; Kulakow, Stefan; Wulff, Tino
Titel	How the Learning Context Affects Adolescents' Goal Orientation, Effort, and Learning Strategies
Quelle	In: Journal of Educational Research, 112 (2019) 5, S.604-614 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2019.1645085
Schlagwörter	Adolescents; Secondary School Students; Goal Orientation; Learning Strategies; Student Behavior; Competency Based Education; Educational Environment; Foreign Countries; Memorization; Grade 8; Grade 9; Germany + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Student behaviour; Schülerverhalten; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Gedächtnistraining; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Deutschland
Abstract	Research has shown that there are positive associations between students' goals and learning behavior. However, less is known about these associations for adolescent students in competency-based learning compared to adolescent students in teacher-directed learning. The current study was conceptualized with the aim of getting more in-depth information about competency-based learning with a competency matrix based on trait-based scales for students' self-assessment vs. teacher-directed learning. The sample consists of 846 (M[subscript age] = 14.06; SD = 0.94) middle adolescent students (8th-9th grades) from secondary schools in Germany. By using latent mean comparison and multigroup structural equation modelling in Mplus, it could be shown that the association between mastery goals and learning behavior is stronger in competency-based learning and performance-approach goals have a positive effect to effort investment. Furthermore, students of competency-based learning report higher values in mastery goals, effort investment and elaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01