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Article: Between students' instrumental goals and how they learn: goal content is the gap to mind

TitleBetween students' instrumental goals and how they learn: goal content is the gap to mind
Authors
KeywordsSEM
Approaches to learning
Cross-lagged modeling
Instrumental goals
Mastery goals
Motivational deficits
Issue Date2014
PublisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm
Citation
British Journal of Educational Psychology, 2014, v. 84 n. Pt 4, p. 612-630 How to Cite?
AbstractBACKGROUND: Experimental/correlational studies have consistently demonstrated that the contents of an individual's goals play an important role within future motivations, learning processes, and outcomes. AIMS: The aim of the study was to extend past findings by employing a three-point, cross-lagged latent simultaneous structural model in the examination of the role of intrinsic/extrinsic goals' effects on key proximal motivations, learning variables, and achievement in the context of a Japanese university. SAMPLE: This study consisted of first-year students within seven departments, attending one university (n = 584). METHODS: Employing three data points, separated by 8 and 7 months, this study tests the effects of students' instrumental goals on future motivations, approaches to learning and learning outcomes. Three goals were the focus of this study: Distal internally regulated, distal externally regulated, and proximal externally regulated. Internally regulated goals were hypothesized to be broadly adaptive, while externally regulated goals were hypothesized to be maladaptive. RESULTS: Findings reflected the broad importance of internal regulation for goals. Internally regulated goals positively predicted mastery goals and negatively predicted task valuation and effort belief deficits 8 months later. While not predicting achievement directly, internally regulated goals were the strongest predictor of future deep approaches to learning despite the lag of 15 months. Proximal externally regulated goals had no significant cross-lagged effects, and distal externally regulated goals had a negative predictive effect on future deep approaches to learning. CONCLUSIONS: This study extends intrinsic/extrinsic goal research both within education broadly and in the context of Japan. Furthermore, instrumental goals were found to play important roles supporting students in overcoming future motivation deficits and the pursuit of deep approaches to learning.
Persistent Identifierhttp://hdl.handle.net/10722/225912
ISSN

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorGinns, P-
dc.contributor.authorWalker, R-
dc.date.accessioned2016-05-23T08:49:38Z-
dc.date.available2016-05-23T08:49:38Z-
dc.date.issued2014-
dc.identifier.citationBritish Journal of Educational Psychology, 2014, v. 84 n. Pt 4, p. 612-630-
dc.identifier.issn2044-8279-
dc.identifier.urihttp://hdl.handle.net/10722/225912-
dc.description.abstractBACKGROUND: Experimental/correlational studies have consistently demonstrated that the contents of an individual's goals play an important role within future motivations, learning processes, and outcomes. AIMS: The aim of the study was to extend past findings by employing a three-point, cross-lagged latent simultaneous structural model in the examination of the role of intrinsic/extrinsic goals' effects on key proximal motivations, learning variables, and achievement in the context of a Japanese university. SAMPLE: This study consisted of first-year students within seven departments, attending one university (n = 584). METHODS: Employing three data points, separated by 8 and 7 months, this study tests the effects of students' instrumental goals on future motivations, approaches to learning and learning outcomes. Three goals were the focus of this study: Distal internally regulated, distal externally regulated, and proximal externally regulated. Internally regulated goals were hypothesized to be broadly adaptive, while externally regulated goals were hypothesized to be maladaptive. RESULTS: Findings reflected the broad importance of internal regulation for goals. Internally regulated goals positively predicted mastery goals and negatively predicted task valuation and effort belief deficits 8 months later. While not predicting achievement directly, internally regulated goals were the strongest predictor of future deep approaches to learning despite the lag of 15 months. Proximal externally regulated goals had no significant cross-lagged effects, and distal externally regulated goals had a negative predictive effect on future deep approaches to learning. CONCLUSIONS: This study extends intrinsic/extrinsic goal research both within education broadly and in the context of Japan. Furthermore, instrumental goals were found to play important roles supporting students in overcoming future motivation deficits and the pursuit of deep approaches to learning.-
dc.languageeng-
dc.publisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm-
dc.relation.ispartofBritish Journal of Educational Psychology-
dc.rightsBritish Journal of Educational Psychology. Copyright © John Wiley & Sons Ltd.-
dc.rightsPreprint: This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. Postprint: This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. Special Statement for Preprint only Before publication: 'This is a preprint of an article accepted for publication in [The Journal of Pathology] Copyright © ([year]) ([Pathological Society of Great Britain and Ireland])'. After publication: the preprint notice should be amended to follows: 'This is a preprint of an article published in [include the complete citation information for the final version of the Contribution as published in the print edition of the Journal]' For Cochrane Library/ Cochrane Database of Systematic Reviews, add statement & acknowledgement : ‘This review is published as a Cochrane Review in the Cochrane Database of Systematic Reviews 20XX, Issue X. Cochrane Reviews are regularly updated as new evidence emerges and in response to comments and criticisms, and the Cochrane Database of Systematic Reviews should be consulted for the most recent version of the Review.’ Please include reference to the Review and hyperlink to the original version using the following format e.g. Authors. Title of Review. Cochrane Database of Systematic Reviews 20XX, Issue #. Art. No.: CD00XXXX. DOI: 10.1002/14651858.CD00XXXX (insert persistent link to the article by using the URL: http://dx.doi.org/10.1002/14651858.CD00XXXX) (This statement should refer to the most recent issue of the Cochrane Database of Systematic Reviews in which the Review published.)-
dc.subjectSEM-
dc.subjectApproaches to learning-
dc.subjectCross-lagged modeling-
dc.subjectInstrumental goals-
dc.subjectMastery goals-
dc.subjectMotivational deficits-
dc.titleBetween students' instrumental goals and how they learn: goal content is the gap to mind-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/bjep.12052-
dc.identifier.pmid25160115-
dc.identifier.volume84-
dc.identifier.issuePt 4-
dc.identifier.spage612-
dc.identifier.epage630-
dc.publisher.placeUnited Kingdom-

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