Multiple-goal learners and their differential patterns of learning

Multiple-goal learners and their differential patterns of learning

• Ng, Clarence Chi Hung School of Education and Professional Studies, Griffith University, Brisbane, Australia

Educational Psychology, 28(4), 439-456, 2008

Routledge

2008

• Q 教育體系與各級學校
  • QG 成人教育、終身及延續教育
    • QGE 遙距教育
• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題
• C 教學心理學
  • CC 學習動機

Distance Education Learning Strategies Student Motivation Foreign Countries Goal Orientation Adult Students Higher Education Questionnaires Mastery Learning Occupational Aspiration Multivariate Analysis Self Management Student Attitudes Beliefs Tests Scores Academic Achievement Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育
• 成人教育

The hypothesis in this study was that different types of multiple-goal learners would have different patterns of learning. A sample of 797 adult distance learners enrolled in different programs offered by a distance learning university in Hong Kong completed a questionnaire assessing their goals, use of strategies, motivational beliefs, and attitudes towards the course they were doing. Two-stage cluster analyses found a group of single-goal learners (mastery focused) and three groups of multiple-goal learners with different focuses in their goal profiles: performance focus, work focus, and multiple focuses. These four clusters of learners differed in terms of use of learning strategies, regulatory strategies, motivational beliefs, and attitudes towards the course. Learners focusing on work-related goals or performance goals achieved better examination results than did those focusing on multiple goals or solely on mastery goals.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410701739470]

• 英文

期刊論文

• 01443410

• 10.1080/01443410701739470

https://bibliography.lib.eduhk.hk/tc/bibs/0c4ffcc6

2010-09-24