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Article: Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation

TitleTask- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation
Authors
Issue Date2008
PublisherThe British Psychological Society. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm
Citation
British Journal Of Educational Psychology, 2008, v. 78 n. 4, p. 639-662 How to Cite?
AbstractBackground. The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved. Aims. The aims of this research were to: (a) investigate the role of task- and self-related beliefs (task value and self-efficacy) as well as achievement goals in predicting deep learning in mathematics and (b) examine how classroom attentiveness and group participation mediated the relations between achievement goals and deep learning. Sample. The sample comprised 1,476 Grade-9 students from 39 schools in Singapore. Methods. Students' self-efficacy, task value, achievement goals, classroom attentiveness, group participation, and deep learning in mathematics were assessed by a self-reported questionnaire administered on-line. Structural equation modelling was performed to test the hypothesized model linking these variables. Results and conclusions. Task value was predictive of task-related achievement goals whereas self-efficacy was predictive of task-approach, performance-approach, and performance-avoidance goals. Achievement goals were found to fully mediate the relations between task value and self-efficacy on the one hand, and classroom attentiveness, group participation, and deep learning on the other. Classroom attentiveness and group participation partially mediated the relations between achievement goal adoption and deep learning. The findings suggest that (a) task- and self-related pathways are two possible routes through which students could be motivated to learn and (b) like task-approach goals, performance-approach goals could lead to adaptive processes and outcomes. © 2008 The British Psychological Society.
Persistent Identifierhttp://hdl.handle.net/10722/60740
ISSN
2015 Impact Factor: 2.0
2015 SCImago Journal Rankings: 1.304
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLau, Sen_HK
dc.contributor.authorLiem, ADen_HK
dc.contributor.authorNie, Yen_HK
dc.date.accessioned2010-05-31T04:17:34Z-
dc.date.available2010-05-31T04:17:34Z-
dc.date.issued2008en_HK
dc.identifier.citationBritish Journal Of Educational Psychology, 2008, v. 78 n. 4, p. 639-662en_HK
dc.identifier.issn0007-0998en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60740-
dc.description.abstractBackground. The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved. Aims. The aims of this research were to: (a) investigate the role of task- and self-related beliefs (task value and self-efficacy) as well as achievement goals in predicting deep learning in mathematics and (b) examine how classroom attentiveness and group participation mediated the relations between achievement goals and deep learning. Sample. The sample comprised 1,476 Grade-9 students from 39 schools in Singapore. Methods. Students' self-efficacy, task value, achievement goals, classroom attentiveness, group participation, and deep learning in mathematics were assessed by a self-reported questionnaire administered on-line. Structural equation modelling was performed to test the hypothesized model linking these variables. Results and conclusions. Task value was predictive of task-related achievement goals whereas self-efficacy was predictive of task-approach, performance-approach, and performance-avoidance goals. Achievement goals were found to fully mediate the relations between task value and self-efficacy on the one hand, and classroom attentiveness, group participation, and deep learning on the other. Classroom attentiveness and group participation partially mediated the relations between achievement goal adoption and deep learning. The findings suggest that (a) task- and self-related pathways are two possible routes through which students could be motivated to learn and (b) like task-approach goals, performance-approach goals could lead to adaptive processes and outcomes. © 2008 The British Psychological Society.en_HK
dc.languageengen_HK
dc.publisherThe British Psychological Society. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfmen_HK
dc.relation.ispartofBritish Journal of Educational Psychologyen_HK
dc.subject.meshAchievement-
dc.subject.meshAttention-
dc.subject.meshCooperative Behavior-
dc.subject.meshGoals-
dc.subject.meshLearning-
dc.titleTask- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participationen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0007-0998&volume=78&issue=4&spage=639&epage=662&date=2008&atitle=Task-+and+self-related+pathways+to+deep+learning:+The+mediating+role+of+achievement+goals,+classroom+attentiveness,+and+group+participationen_HK
dc.identifier.emailLau, S:slau08@hkucc.hku.hken_HK
dc.identifier.authorityLau, S=rp00635en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1348/000709907X270261en_HK
dc.identifier.pmid18166143en_HK
dc.identifier.scopuseid_2-s2.0-57049096032en_HK
dc.identifier.hkuros166698en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-57049096032&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume78en_HK
dc.identifier.issue4en_HK
dc.identifier.spage639en_HK
dc.identifier.epage662en_HK
dc.identifier.eissn2044-8279-
dc.identifier.isiWOS:000262400100008-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLau, S=33968324900en_HK
dc.identifier.scopusauthoridLiem, AD=24765421100en_HK
dc.identifier.scopusauthoridNie, Y=19337388700en_HK
dc.identifier.citeulike3710889-

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