STUDENTS' CONCEPTION OF LEARNING AND LEARNING BEHAVIOR FROM MULTIPLE-GOALS PERSPECTIVE

Abstract

The purpose of this study was to examine conception of learning and learning behavior for each goal orientation type from the multiple-goals perspective and to clarify the characteristics of each type. Questionnaire surveys were conducted with fourth-year undergraduate students, and responses for 340 students were analyzed. We created four types, namely, , , , and , and each type of conception of learning and learning behavior were examined. The results suggested that conception of learning differs by type. tended to have multiple conceptions of learning, tended to have Active conception of learning, and and tended to have Passive conception of learning.