ERIC Number: EJ1166660
Record Type: Journal
Publication Date: 2018-Jan
Abstractor: As Provided
Goal Orientations of General Chemistry Students via the Achievement Goal Framework
Lewis, Scott E.
Chemistry Education Research and Practice, v19 n1 p199-212 Jan 2018
The Achievement Goal Framework describes students' goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success in a range of educational settings, but have not been used in post-secondary chemistry. This study describes the goal orientations of General Chemistry students and explores the relationship of goal orientations to success in the course. On average, students report higher task and self orientations than other orientation. Task orientation had a positive relationship with exam performance and self orientation had a negative relationship with exam performance. Clustering students showed that for the majority of students task and self orientations moved concurrently and students with low preference across the three orientations also performed lowest on exams. Finally, students in classes using Flipped-Peer Led Team Learning, a pedagogy designed to bring active learning to a large lecture class, showed higher task orientation than those in classes with lecture-based instruction.
Descriptors: Goal Orientation, Chemistry, Models, Academic Achievement, Active Learning, Lecture Method, Student Motivation, Formative Evaluation, Science Instruction, Blended Learning, Homework, Quasiexperimental Design, Qualitative Research, College Science, College Students, Questionnaires, Factor Analysis, Statistical Analysis, Multiple Regression Analysis
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: email@example.com; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1432085