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ERIC Number: EJ802389
Record Type: Journal
Publication Date: 2007-Dec-3
Pages: 26
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1696-2095
The Influence of Goal Orientation on Student Satisfaction, Academic Engagement and Achievement
Roebken, Heinke
Electronic Journal of Research in Educational Psychology, v5 n3 p679-704 Dec 2007
Introduction: A variety of studies has shown that the type of goal orientation determines students' cognitive and behavioral reactions as well as their educational performance (e.g. Ames 1992, Ames/Archer 1988, Valle et al. 2003). Contrary to many views, this study perceives goal orientation as a multidimensional construct with different components and tests how multiple goals relate to student behavior and academic outcomes. This study wants to explore how students can be classified according to their goal orientation. In addition, the study examines how multiple achievement goals relate to different socio-demographic characteristics. Finally, the relative influence of goal orientation on indices of satisfaction, achievement and academic engagement among undergraduate students is assessed. Method: This study uses data on 2309 college students from the University of California Undergraduate Experience Survey (UCUES). UCUES provides longitudinal data on student academic engagement, civic engagement, instructional technology, and institutional academic policies and practices. Using cluster analysis, different groups of students are established based on their orientation towards their mastery, performance and work-avoidance goal orientation. By means of analyses of variance the author analyzes how the different goal orientation relate to student satisfaction, academic achievement, and academic engagement. Results: The results support the notion that students pursuing both mastery and performance goals are more satisfied with their academic experience, show a higher degree of academic engagement and achieve better grades than students who pursue a mastery orientation alone or a work-avoidance/performance orientation. Discussion: The findings have theoretical as well as practical implications. With regard to the goal theory debate, the current findings support the multiple goal perspective, suggesting that both mastery and performance approach goals may facilitate achievement and satisfaction. One practical implication of the study of goal orientation is that student applicants could be screened on the basis of both a high mastery as well as a high performance orientation. (Contains 1 table, 7 figures, and 1 footnote.)
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Germany