How the Learning Context Affects Adolescents' Goal Orientation, Effort, and Learning Strategies

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      11
    • Education Level:
      Secondary Education
      Elementary Education
      Grade 8
      Junior High Schools
      Middle Schools
      Grade 9
      High Schools
    • Subject Terms:
      Adolescents; Secondary School Students; Goal Orientation; Learning Strategies; Student Behavior; Competency Based Education; Educational Environment; Foreign Countries; Memorization; Grade 8; Grade 9
    • Subject Terms:
      Germany
    • Accession Number:
      10.1080/00220671.2019.1645085
    • ISSN:
      0022-0671
    • Abstract:
      Research has shown that there are positive associations between students' goals and learning behavior. However, less is known about these associations for adolescent students in competency-based learning compared to adolescent students in teacher-directed learning. The current study was conceptualized with the aim of getting more in-depth information about competency-based learning with a competency matrix based on trait-based scales for students' self-assessment vs. teacher-directed learning. The sample consists of 846 (M[subscript age] = 14.06; SD = 0.94) middle adolescent students (8th-9th grades) from secondary schools in Germany. By using latent mean comparison and multigroup structural equation modelling in Mplus, it could be shown that the association between mastery goals and learning behavior is stronger in competency-based learning and performance-approach goals have a positive effect to effort investment. Furthermore, students of competency-based learning report higher values in mastery goals, effort investment and elaboration.
    • Abstract:
      As Provided
    • Publication Date:
      2019
    • Accession Number:
      EJ1230808