{"title":"瞬间成就目标概况:与教学活动、兴趣和焦虑的关系","authors":"","doi":"10.1016/j.learninstruc.2024.102037","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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.</div></div><div><h3>Sample</h3><div>A total of 3611 responses were collected from 345 upper secondary school students (aged 16) in a physics module.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>The findings underscore the value of investigating momentary goal states in addition to stable goal orientations.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Momentary achievement goal profiles: Associations with instructional activities, interest, and anxiety\",\"authors\":\"\",\"doi\":\"10.1016/j.learninstruc.2024.102037\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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.</div></div><div><h3>Sample</h3><div>A total of 3611 responses were collected from 345 upper secondary school students (aged 16) in a physics module.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>The findings underscore the value of investigating momentary goal states in addition to stable goal orientations.</div></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-10-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001646\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001646","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Momentary achievement goal profiles: Associations with instructional activities, interest, and anxiety
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.
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.