Structuring achievement goal orientation through group problem solving activities

Yıl 2017, Cilt: 3 Sayı: 1, 208 - 217, 06.01.2017

Kian Wah Liew , Grace Lee Ching Yap Rohaizan Osman Betsy Guat Poh Lee Wing Loon Chee

https://doi.org/10.24289/ijsser.270668

Öz

Achievement
goal theory (AGT) has emerged as a prominent framework to examine influences on
students’ motivation and achievement. The achievement goals are classified into
mastery and performance goals orientation. Whilst mastery goals focus on self-improvement
and emphasize on learning, performance goals are
motivated by a desire for extrinsic approval and may lead to surface learning. This project
focuses on creating a learning environment that is students-centered via
incorporating AGT within the students’ learning curve and examine students’
satisfaction in learning and their performance due to these interventions. As
the conventional grading system can be a stumbling block, this research employs
grouping strategy that sets the classroom with the collaborative learning environment
to promote the development of mastery goal orientation and intrinsic
motivation. Various pedagogies suited for the encouragement of a mastery goal
orientation have been applied. Surveys via the tools adapted from Patterns of
Adaptive Learning Survey (PALS), observational data, and interviews are used to
study the effect of the goal structure and the learning outcomes.

Anahtar Kelimeler

achievement goal theory, mastery goal, performance goal, group work

Kaynakça

• Ames, C., & Archer, J. (1987). Mothers' beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79(4), 409-414
• Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
• Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22(3), 269-298.
• Archer, J., (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19, 430-446.
• Bowles, A., Dobson, A., Fisher, R., & McPhail, R. (2011). An exploratory investigation into first year student transition to university. In Krause, K., Buckridge, M., Grimmer, C. and Purbrick-Illek, S. (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34, 61-71.
• Briggs, A. R., Clark, J., & Hall, I. (2012). Building bridges: Understanding student transition to university. Quality in Higher Education, 18(1), 3-21.
• Brophy, J. (2005) Goal theorists should move on from performance goals, Educational Psychologist, 40(3), 167-176, DOI: 10.1207/s15326985ep4003_3
• Canfield, C., & Zastavker, Y. V. (2010). Achievement goal theory: A framework for implementing group work and open-ended problem solving. 2010 IEEE Frontiers in Education Conference (Fie).
• Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048.
• Elliot, E.S., & Dweck,C.S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
• Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.
• Furner, J. M., & Gonzalez-DeHass, A. (2011). How do students’ mastery and performance goals relate to math anxiety? Eurasia Journal of Mathematics, Science & Technology Education, 7(4), 227-242.
• Hulleman, C. S., Shrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422-449.
• Meece, J.L., Blumenfeld, P.C., & Hoyle, R.K. (1988) Student’s goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-524.
• Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
• Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). PALS: Manual for the Patterns of Adaptive Learning Skills, The University of Michigan.
• Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice and performance. Psychological Reivew, 91(3), 328-346.
• Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
• Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39(4), 319-337.
• Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26-47.
• Thompson, T. & Musket S. (2005). Does priming for mastery goals improve the performance of students with an entity view of ability? British Journal of Educational Psychology, 75(3), 391-409.
• Yusof, Y. M., & Abdul Rahman, R. (2001). Mathematics education at Universiti Teknologi Malaysia (UTM): learning from experience. Jurnal Teknologi E, (34E), 9-24.
• Zusho, A., Pintrich, P. R., & Cortina, K. S. (2005). Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students. Learning and Individual Differences, 15, 141-158