Achievement Goal Orientations and Self-Reported Study Strategies as Predictors of Online Studying Activities

Abstract

The purpose of this study was to investigate whether achievement motivations influence the adoption of learning strategies and learning strategies influence studying behavior in an online learning environment. The Goal Orientation Questionnaire was used to measure achievement motives, and the Motivated Strategies for Learning Questionnaire was used to assess learning strategies. In addition, data on how learners tagged and annotated the learning materials were collected using software designed to aid studying and to examine studying behavior. Confirmatory factor analyses were conducted on Goal Orientation Questionnaire data from 170 university students who used the learning software to study a chapter from a textbook. Results showed that task value and effort regulation subscales from the Motivated Strategies for Learning Questionnaire positively predicted the number of notes created. In addition, mastery and performance goals positively predicted task value, and work-avoidance goals negatively predicted effort regulation and task value.

Keywords

online learning self-regulated learning achievement goal orientation study strategies

Get full access to this article

View all access options for this article.

References

Ainley

M. D.

(1993) Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement. Journal of Educational Psychology 85: 395–405.

Al-Emadi

A. A.

(2001) The relationships among achievement, goal-orientation, and study strategies. Social Behavior and Personality 29: 823–832.

Ali

Hatala

Gašević

Winne

P. H.

(2014) Leveraging MSLQ data for predicting students’ achievement goal orientations. Journal of Learning Analytics 1(3): 157–160.

Archer

(1994) Achievement goals as measure of motivation in university students. Contemporary Educational Psychology 19: 430–446.

Azevedo

Cromley

J. G.

(2004) Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology 96: 523–535.

Baggetun

Wasson

(2006) Self-regulated learning and open writing. European Journal of Education 41(3/4): 453–472.

Bouffard

Boisvert

Vezeau

Larouche

(1995) The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology 65: 317–329.

Byrne

B. M.

(1998) Structural equation modelling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming, Mahwah, NJ: Erlbaum.

Cho

M. H.

Demei

Laffey

(2010) Relationships between self-regulation and social experiences in asynchronous online learning environments. Journal of Interactive Learning Research 21(3): 297–316.

10.

Clayton

Blumberg

Auld

D. P.

(2010) The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. British Journal of Educational Technology 41(3): 349–364.

11.

Dabbagh

Kitsantas

(2012) Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education 15(1): 3–8.

12.

Dahl

T. I.

Bals

Turi

A. L.

(2005) Are students’ beliefs about knowledge and learning associated with their reported use of learning strategies? British Journal of Educational Psychology 75: 257–273.

13.

DeBacker

T. K.

Crowson

H. M.

(2006) Influences on cognitive engagement: Epistemological beliefs and need for closure. British Journal of Educational Psychology 76: 535–551.

14.

Dettori

Giannetti

Persico

(2006) SRL in online cooperative learning: Implications for pre-service teacher training. European Journal of Education 41(3–4): 397–414.

15.

Dettori

Persico

(2008) Detecting self-regulated learning in online communities by means of interaction analysis. Learning Technologies 1(1): 11–19.

16.

Diseth

Å.

Kobbeltvedt

(2010) A mediator analysis of achievement motives, goal orientations, learning strategies and academic achievement. British Journal of Educational Psychology 80: 671–687.

17.

Dowson

McInerney

D. M.

(2001) Psychological parameters of students’ social and work avoidance goals: A qualitative investigation. Journal of Educational Psychology 93: 35–42.

18.

Duncan

T. G.

McKeachie

W. J.

(2005) The making of the motivated strategies for learning questionnaire. Educational Psychologist 40: 117–128.

19.

Dupeyrat

Mariné

(2005) Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology 30: 43–59.

20.

Elliot

McGregor

(2001) A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology 80: 501–519.

21.

Elliot

A. J.

Church

M. A.

(1997) A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 72: 218–232.

22.

Elliot

A. J.

McGregor

H. A.

Gable

(1999) Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology 91: 549–563.

23.

Elliott

A. J.

Shell

M. M.

Henry

K. B.

(2005) Achievement goals, performance contingencies, and performance attainment: An experimental test. Journal of Educational Psychology 97: 630–640.

24.

Fenollar

Román

Cuestas

P. J.

(2007) University student’s academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology 77: 873–891.

25.

Hadwin

A. F.

Nesbit

J. C.

Jamieson-Noel

Code

Winne

P. H.

(2007) Examining trace data to explore self-regulated learning. Metacognition and Learning 2(2–3): 107–124.

26.

Harackiewicz

J. M.

Barron

K. E.

Carter

S. M.

Lehto

A. T.

Elliott

A. J.

(1997) Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology 73: 1284–1295.

27.

Hwang

W.-Y.

Wang

C.-Y.

Sharples

(2007) A study of multimedia annotation of web-based materials. Computers & Education 48(4): 680–699.

28.

Jamieson-Noel

D. L.

Winne

P. H.

(2003) Comparing self-reports to traces of studying behavior as representations of students’ studying and achievement. German Journal of Educational Psychology 17: 159–171.

29.

Johnson

M. L.

Sinatra

G. M.

(2014) The influence of approach and avoidance goals on conceptual change. The Journal of Educational Research 107(4): 312–325.

30.

Joresborg

K. G.

Sorebom

(1993) LISREL 8: Structural equation modelling with SIMPLIS command language, Chicago, IL: Scientific Software.

31.

Kaplan

Lichtinger

Gorodetsky

(2009) Achievement goal orientations and self-regulation in writing: An integrative perspective. Journal of Educational Psychology 101: 51–69.

32.

Kaplan

Maehr

M. L.

(2007) The contribution and prospects of goal orientation theory. Educational Psychology Review 19: 141–187.

33.

Kaplan

Midgley

(1997) The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Educational Psychology 22: 415–435.

34.

Kapp

Proske

Narciss

Körndle

(2015) Distributing vs blocking learning questions in a web-based learning environment. Journal of Educational Computing Research 51: 397–416.

35.

Kauffman

D. F.

(2004) Self-regulated learning in web-based environments: Instructional tools designed to facilitate self-regulated learning. Journal of Educating Computing Research 30: 139–162.

36.

Kiewra

A. K.

DuBois

N. F.

Christian

McShane

Meyerhoffer

Roskelley

(1991) Note-taking functions and techniques. Journal of Educational Psychology 83(2): 240–245.

37.

King

R. B.

McInerney

D. M.

(2014) The work avoidance goal construct: Examining its structure, antecedents, and consequences. Contemporary Educational Psychology 39(1): 42–58.

38.

Kramarski

Michalsky

(2010) Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction 20(5): 434–447.

39.

Lajoie

S. P.

(2005) Extending the scaffolding metaphor. Instructional Science 33: 541–557.

40.

Linnenbrink

E. A.

Pintrich

P. R.

(2000) Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In: Sansone

Harackiewicz

J. M.

(eds) Intrinsic and extrinsic motivation: The search for optimal motivation and performance, San Diego, CA: Academic Press, pp. 195–227.

41.

Lloyd

Adesope

O. O.

Schroeder

N. S.

(2014) A meta-analysis of online learning in K-12, Philadelphia, PA: American Educational Research Association Annual Meeting.

42.

Lomicka

L. L.

(1998) “To gloss or not to gloss”: An investigation of reading comprehension online. Language Learning & Technology 1(2): 41–50.

43.

Makany

Kemp

Dror

I. E.

(2009) Optimising the use of note-taking as an external cognitive aid for increasing learning. British Journal of Educational Technology 40(4): 619–635.

44.

Mason

Boscolo

Tornatora

M. C.

Ronconi

(2013) Besides knowledge: A cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. Instructional Science 41: 49–79.

45.

Matuga

J. M.

(2009) Self-regulation, goal orientation, and academic achievement of secondary students in online university courses. Educational Technology & Society 12(3): 4–11.

46.

McLoughlin

Lee

M. J.

(2010) Personalised and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology 26(1): 28–43.

47.

Meece

J. L.

Blumenfeld

P. C.

Hoyle

R. H.

(1988) Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology 80: 514–523.

48.

Meece

J. L.

Holt

(1993) A pattern analysis of students’ achievement goals. Journal of Educational Psychology 85: 582–590.

49.

Middleton

M. J.

Midgley

(1997) Avoiding the demonstration of lack of ability: An under-explored aspect of goal theory. Journal of Educational Psychology 89: 710–718.

50.

Mueller

R. O.

(1996) Basic principles of structural equation modelling: An introduction to LISREL and EQS, New York, NY: Springer.

51.

Muis

K. R.

Winne

P. H.

Jamieson-Noel

(2007) Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories. British Journal of Educational Psychology 77: 177–195.

52.

Murayama

Elliot

A. J.

Friedman

(2012) Achievement goals. In: Ryan

R. M.

(ed.) The Oxford handbook of human motivation, Oxford, UK: Oxford University Press, pp. 191–207.

53.

Nesbit

J. C.

Winne

P. H.

Jamieson-Noel

Code

Zhou

MacAllister

Hadwin

A. F.

(2006) Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research 35: 339–358.

54.

Nesbit

J. C.

Zhou

Mahasneh

Yeung

(2008) The Goal Orientation Questionnaire (GOQ), Burnaby, BC: Simon Fraser University.

55.

(2006) The role of achievement goals in completing a course assignment: Examining the effects of performance-approach and multiple goals. Open Learning 21: 33–48.

56.

Novak

Razzouk

Johnson

T. E.

(2012) The educational use of social annotation tools in higher education: A literature review. The Internet and Higher Education 15: 39–49.

57.

Pajares

Johnson

M. J.

(1996) Self-efficacy beliefs and the writing performance of entering high school students. Psychology in the Schools 33: 163–175.

58.

Pajares

Kranzler

(1995) Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology 20: 426–443.

59.

Pea

R. D.

(1985) Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist 20: 167–182.

60.

Pedhazur

E. J.

(1997) Multiple regression in behavioural research, 3rd ed. Fort Worth, TX: Harcourt Brace College.

61.

Phan

H. P.

(2007) An examination of reflective thinking, learning approaches, and self-efficacy beliefs at the University of the South Pacific. Educational Psychology 27: 789–806.

62.

Phan

H. P.

(2009) Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: Empirical evidence established. British Journal of Educational Psychology 79: 155–173.

63.

Picciano

A. G.

Seaman

Shea

Swan

(2012) Examining the extent and nature of online learning in American K-12 education: The research initiatives of the Alfred P. Sloan Foundation. The Internet and Higher Education 15: 127–135.

64.

Pintrich

P. R.

(2000) Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology 92: 544–555.

65.

Pintrich

P. R.

(2003) A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology 95: 667–686.

66.

Pintrich

P. R.

Smith

D. A. F.

Garcia

McKeachie

W. J.

(1991) A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Report No. NSCRIPTAL-91-B-004), Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning.

67.

Ravindran

Greene

B. A.

DeBacker

T. K.

(2005) Predicting pre-service teachers’ cognitive engagement with goals and epistemological beliefs. The Journal of Educational Research 98: 222–232.

68.

Robinson

D. H.

Schraw

(1994) Computational efficiency through visual argument: Do graphic organizers communicate relations in text too effectively? Contemporary Educational Psychology 19: 399–415.

69.

Schunk

Zimmerman

(1994) Self-regulation of learning and performance: Issues and educational application, Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

70.

Schunk

D. H.

(2005) Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist 40: 85–94.

71.

Simons

Dewitte

Lens

(2004) The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you’ll know what you learn!. British Journal of Educational Psychology 74: 343–360.

72.

Slotte

Lonka

(1999) Review and process effects of spontaneous note-taking on text comprehension. Contemporary Educational Psychology 24: 1–20.

73.

Somuncuoglu

Yildirim

(1999) Relationship between achievement goal orientations and use of learning strategies. Journal of Educational Research 92: 267–277.

74.

Tabachnick

B. G.

Fidell

L. S.

(2007) Using multivariate statistics (5th ed.), New York, NY: Pearson.

75.

Urdan

T. C.

Midgley

(2001) Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review 13: 115–138.

76.

Van Yperen

N. W.

Elliot

A. J.

Anseel

(2009) The influence of mastery-avoidance goals on performance improvement. European Journal of Social Psychology 39: 932–943.

77.

Winne

P. H.

(1979) Experiments relating teacher’s use of higher cognitive questions to student achievement. Review of Educational Research 49: 13–50.

78.

Winne

P. H.

(2010) Improving measurements of self-regulated learning. Educational Psychologist 45: 267–276.

79.

Winne

P. H.

Baker

R. S.

(2013) The potentials of educational data mining for researching metacognition, motivation and self-regulated learning. Journal of Educational Data Mining 5(1): 1–8.

80.

Winne

P. H.

Jamieson-Noel

D. L.

(2002) Exploring students’ calibration of self reports about study tactics and achievement. Contemporary Educational Psychology 27: 551–572.

81.

iWinne

P. H.

Nesbit

J. C.

Kumar

Hadwin

A. F.

Lajoie

S. P.

Azevedo

R. A.

Perry

N. E.

(2006) Supporting self-regulated learning with gStudy software: The Learning Kit Project. Technology, Instruction, Cognition and Learning 3: 105–113.

82.

Van Yperen

N. W.

(2006) A novel approach to assessing achievement goals in the context of the 2 × 2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin 32: 1432–1445.

83.

Wolters

C. A.

S. L.

Pintrich

P. R.

(1996) The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences 8: 211–238.

84.

Woolfolk

A. E.

Winne

P. H.

Perry

N. E.

(2009) Educational psychology, 3rd ed. Toronto, ON: Pearson.

85.

Zhou

Winne

P. H.

(2009) Designing multimedia to trace goal-setting in studying. In: Zheng

(ed.) Cognitive effects of multimedia learning, New York, NY: IGI Global, pp. 288–311.

86.

Zhou

Winne

P. H.

(2012) Modeling academic achievement by self-reported versus traced goal orientation. Learning and Instruction 22: 413–419.

87.

Zimmerman

B. J.

Schunk

D. H.

(1989) Self-regulated learning and academic achievement: Theory, research, and practice, New York, NY: Springer-Verlag.