Browsing by Subject "Mastery-approach goals"

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Open Access
Student need satisfaction and learning strategies: the relation to mastery goals and underlying reasons
(2016-06) Değirmen, Burçin
This study investigated if students’ need satisfaction and frustration are related to their learning strategies through mastery-approach goals (MAp; the goal to learn as much as possible) and mastery-avoidance goals (MAv; the goal to avoid learning less than it is possible). Furthermore, the study investigated if the autonomous and controlling reasons underlying these goals are related to their needs satisfaction or frustration. To address the questions for this research, two studies were conducted through two different research designs: a correlational cross-sectional study followed by a correlational short-term longitudinal investigation. The correlational cross-sectional was conducted with 226 students who participated voluntarily. They were from different departments of a foundation university in Ankara, Turkey. The correlational short-term longitudinal study was conducted with 331 students from the English Language Preparatory Program of the same university. In both studies, same survey was administered to assess the mediating role of autonomous and controlling reasons underlying the pursuit of MAp and MAv goals between students’ perceived need satisfaction and learning strategies. The results of the path analysis showed that students’ perceived need satisfaction was positively related to MAp and MAv goals, particularly to the autonomous reasons underlying these goals. Also, when students adopt MAp or MAv goal for controlling reasons, students’ need frustration is high. Additionally, MAp goals and autonomous reasons underlying MAp goals are stronger positive predictors of students’ learning strategies than the MAv goals and their underlying autonomous reasons. Finally, suggestions for further research and implications of the results for education and teaching practices are discussed.
Open Access
Under pressure to achieve? the impact of type and style of task instructions on student cheating
(Frontiers Media S. A., 2019) Pulfrey, C. J.; Vansteenkiste, M.; Michou, Aikaterina
Combining principles of Achievement Goal Theory, which maintains that performance goals play a key role in individuals’ likelihood of cheating, and Self-Determination Theory, which highlights the importance of autonomy support and autonomous motivation underlying achievement goals, we examined whether the combination of experimentally inducing a mastery-approach (relative to performance-approach) goal with an autonomy-supportive manner (instead of controlling) may attenuate cheating. In two experiments carried out with university students, one classroom based (N = 164) and one laboratory (N = 160), we manipulated the type of induced goal (performance- vs. mastery-approach) and style of introducing the goal (i.e., controlling vs. autonomy-supportive) by taking also into consideration participants’ values. We hypothesized that the least behaviorally observed cheating would occur in a context promoting mastery-approach goals in an autonomy-supportive way and among individuals low in self-enhancement value adherence. The dependent variables in both studies consisted of two set of exercises, both including questions that could only be solved by cheating. Results of Poisson regression analyses revealed that in both studies the least cheating in the first set of exercises occurred in the autonomy-supportive/mastery-approach condition, indicating that this induced goal complex has the greatest potential to restrain academic dishonesty in the short-term. Interaction effects with self-enhancement value adherence revealed that the cheating inhibitory effects of this induced goal complex was less effective for those who value power and achievement.