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The role of achievement goals in completing a course assignment: Examining the effects of performance-approach and multiple goals

  • The role of achievement goals in completing a course assignment: Examining the effects of performance-approach and multiple goals
  • Open Learning, 21(1), 33-48, 2006
  • Routledge
  • 2006
    • Hong Kong
    • 1997.7 onwards
    • Post-Secondary Education
  • This study examines the relationship between achievement goals and some important learning-related variables in the completion of a course assignment. The research on achievement goals is reviewed and two contentious issues—the nature of performance goals and the effects of multiple goals—are highlighted. Three hundred and seventy-three Chinese distance learners in Hong Kong participated in a mailed survey. A correlation analysis revealed that their mastery goals were adaptive to learning; but, in contrast, work-avoidance goals were maladaptive to the processes of completing an assignment. A mixed pattern of association was found with performance-approach goals. Using a median-split technique, the participants were classified into four different groups of 'multiple-goal learners'. MANOVA tests showed that mastery-focused learners had the most adaptive pattern of learning and engagement in completing the assignment, followed in order by balanced-goal learners, performance-focused learners and performance-anxious learners. The results are discussed in light of achievement goal research conducted using campus-based students.
    [Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website:
    http://dx.doi.org/10.1080/02680510500472189]
    • English
  • Journal Articles
    • 02680513
  • https://bibliography.lib.eduhk.hk/bibs/33761e11
  • 2010-09-27

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