Diane L. Finley, Ordene V. Edwards, And HERMAN G. RAY, Marion Granger, D. Curtis, Leslie J Kelley, Angy Kallarackal, Persis Driver, And TRACY L. CALDWELL, Lance Grunert
{"title":"Abstracts of recent articles published in Teaching of Psychology","authors":"Diane L. Finley, Ordene V. Edwards, And HERMAN G. RAY, Marion Granger, D. Curtis, Leslie J Kelley, Angy Kallarackal, Persis Driver, And TRACY L. CALDWELL, Lance Grunert","doi":"10.1177/14757257231170069","DOIUrl":null,"url":null,"abstract":"Background: Encouraging students to adopt a mastery goal orientation can help increase learning and motivation. However, the effect of mastery goal orientation interventions speci fi cally in upper-division online elective psychology courses has not been studied. Objective: The purpose of this replication study was to examine the effects of a mastery goal intervention on fear of failure, mastery and performance-approach goals, self-ef fi cacy, and academic performance over time. Method: Fiftyeight students enrolled in an online upper-division educational psychology course were randomly assigned to an experimental or control group. The experimental group engaged in activities that steered them toward a mastery goal orientation, while the control group completed a stress management activity. Outcomes were measured four times during the study. Results: Contrary to our predictions, there were no signi fi cant differences between conditions on any of the outcomes. Conclusion: Although a mastery adoption intervention has been shown to be effective in prior studies, the current intervention had no impact on students in an upper-level online psychology course. Teaching Implications: Considering that a mastery goal orientation is consistently linked to adaptive academic outcomes, potentially impactful ways to apply the intervention are discussed.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology Learning and Teaching-PLAT","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14757257231170069","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Encouraging students to adopt a mastery goal orientation can help increase learning and motivation. However, the effect of mastery goal orientation interventions speci fi cally in upper-division online elective psychology courses has not been studied. Objective: The purpose of this replication study was to examine the effects of a mastery goal intervention on fear of failure, mastery and performance-approach goals, self-ef fi cacy, and academic performance over time. Method: Fiftyeight students enrolled in an online upper-division educational psychology course were randomly assigned to an experimental or control group. The experimental group engaged in activities that steered them toward a mastery goal orientation, while the control group completed a stress management activity. Outcomes were measured four times during the study. Results: Contrary to our predictions, there were no signi fi cant differences between conditions on any of the outcomes. Conclusion: Although a mastery adoption intervention has been shown to be effective in prior studies, the current intervention had no impact on students in an upper-level online psychology course. Teaching Implications: Considering that a mastery goal orientation is consistently linked to adaptive academic outcomes, potentially impactful ways to apply the intervention are discussed.