Journal Articles
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
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- Hong Kong
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- 1997.7 onwards
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- 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]
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- English
- Journal Articles
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- 02680513
- https://bibliography.lib.eduhk.hk/en/bibs/33761e11
- 2010-09-27
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