Goal Setting and Goal Orientation as Predictors of Learning Satisfaction and Online Learning Behavior in Higher Education Blended Courses

Q3 Social Sciences

Studia Paedagogica Pub Date : 2024-04-02 DOI:10.5817/sp2023-3-2

Libor Juhaňák, Karla Brücknerová, Barbora Nekardová, Jiří Zounek

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引用次数: 0

Abstract

This study investigated how goal setting and goal orientation are related to student learning behavior and engagement in an online learning environment, and how learning behavior, goal setting, and goal orientation are related to student satisfaction with the course they are studying. A total of 882 students from 76 different courses participated in this study, which used both self-reported data from a questionnaire and indicators based on digital traces in an online learning environment. The results of multilevel regression analyses showed that student ability to set learning goals (i.e., goal setting) was positively related to both student learning satisfaction and student learning behavior. Intrinsic goal orientation positively predicted student satisfaction with the course. Extrinsic goal orientation did not show a significant effect in any of the observed relationships. The analyzed indicators of student learning behavior showed no statistically significant association with learning satisfaction. Possible explanations for these findings are discussed, and limitations and directions for future research are suggested.

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目标设定和目标定向是高等教育混合课程中学习满意度和在线学习行为的预测因素

本研究调查了目标设定和目标定向与学生在在线学习环境中的学习行为和参与度之间的关系，以及学习行为、目标设定和目标定向与学生对所学课程的满意度之间的关系。共有来自 76 门不同课程的 882 名学生参与了这项研究，研究同时使用了来自调查问卷的自我报告数据和基于在线学习环境中数字痕迹的指标。多层次回归分析的结果表明，学生设定学习目标的能力（即目标设定）与学生的学习满意度和学习行为呈正相关。内在目标导向对学生的课程满意度有积极的预测作用。外在目标导向对观察到的任何关系都没有显著影响。所分析的学生学习行为指标与学习满意度在统计上没有明显的关联。本文讨论了这些发现的可能原因，并提出了今后研究的局限性和方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.