Momentary achievement goal profiles: Associations with instructional activities, interest, and anxiety

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-10-23 DOI:10.1016/j.learninstruc.2024.102037

Junlin Yu, Jussi Järvinen, Katariina Salmela-Aro

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引用次数: 0

Abstract

Background

Studies have traditionally assessed students’ achievement goals as stable individual orientations, thereby missing moment-to-moment fluctuations across situations. Furthermore, students may pursue more than one goal at a given moment.

Aims

To capture the dynamic nature of achievement goal pursuit, this study combined real-time assessments and pattern-oriented analyses to identify students' momentary achievement goal profiles. It also examined how these profiles varied across instructional activities and related to students’ task interest and anxiety.

Sample

A total of 3611 responses were collected from 345 upper secondary school students (aged 16) in a physics module.

Methods

Using the experience sampling method, this study collected real-time data on students’ achievement goals and affective experiences in various science classroom activities, including teacher-led instruction, individual work, and group work.

Results

Latent class analyses revealed three distinct momentary goal profiles: Moderate Multiple Goals, High Multiple Goals, and Moderate Mastery Goals. Most students exhibited changes in their momentary goal profiles during the physics module, highlighting the dynamic nature of these profiles. Individual work increased the likelihood of students adopting the High Multiple Goals profile. Additionally, the High Multiple Goals profile was linked to increased situational interest, whereas the Moderate Mastery Goals profile was associated with reduced anxiety.

Conclusion

The findings underscore the value of investigating momentary goal states in addition to stable goal orientations.

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瞬间成就目标概况：与教学活动、兴趣和焦虑的关系

研究背景传统上将学生的成就目标评估为稳定的个人取向，从而忽略了不同情境下的瞬间波动。为了捕捉成就目标追求的动态性质，本研究结合了实时评估和模式导向分析，以确定学生的瞬间成就目标概况。方法本研究采用经验取样法，收集了学生在各种科学课堂活动（包括教师指导、个人作业和小组作业）中的成就目标和情感体验的实时数据。结果潜能类分析揭示了三种不同的瞬间目标特征：中度多重目标、高度多重目标和中度掌握目标。大多数学生在物理模块学习过程中都表现出了瞬间目标特征的变化，突出了这些特征的动态性。个人作业增加了学生采用 "高度多重目标 "的可能性。此外，"高多重目标 "与情境兴趣的增加有关，而 "中等掌握目标 "则与焦虑的减少有关。

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

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.