Between students' instrumental goals and how they learn: Goal content is the gap to mind

Fryer, Luke K.; Ginns, Paul; Walker, Richard

doi:10.1111/bjep.12052

Cited by 35 publications

(29 citation statements)

References 82 publications

(101 reference statements)

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“…However, the results reveal a significant negative correlation between scores of learned helplessness and students' attitudes, indicating that the decrease of learned helplessness is related to an increase in positive attitudes. These findings are consistent with those of previous research studies that have found that autonomous motivation has a more significant impact on students' readiness to learn than external motivation and that students who are autonomously motivated find learning more valuable and meaningful (Clayton & Zusho, 2016;Vansteenkiste et al, 2006) and engage in deeper learning (Fryer et al, 2014).…”

Section: Discussionsupporting

confidence: 92%

“…Their confidence and prior experience increase their expectations and belief they will be successful (Bandura, 1994;Ryan & Deci, 2000). Additionally, Fryer et al (2014) found that internally regulated goals were predictors of deep learning and were negatively correlated with effort deficit in undergraduate Japanese students. For a comprehensive review of the different effects intrinsic and extrinsic motivation on college students, see Lei (2010).…”

Section: Introductionmentioning

confidence: 91%

“…Classroom climate and teaching strategies can evoke or dampen a particular type of achievement motivation (Fryer, Ginns, & Walker, 2014;Seifert & O'Keefe, 2001;Wang & Guthrie, 2004). Daphne, Monique and Paul (2006) found that collaborative learning is correlated with social support and mastery learning, and is negatively correlated with superiority and individual goals.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of a Multi-Dimensional Teaching Strategy on Students’ Attitudes and Level of Learned-Helplessness

Eldowah¹,

Alnajashi²

2017

IJPS

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Background: Learned helplessness can become a persistent problem that develops in response to a student's lack of confidence and frustration with a certain course of study. Aims:This study examined the effects that a teaching strategy that was designed to trigger intrinsic motivation components had on students' attitudes toward an unpopular scientific subject and students' learned helplessness as a general characteristic. Sample:The participants consisted of 157 female undergraduate students. Method:A teaching strategy that consisted of multi-dimensional intrinsic motivation components was delivered to one neuropsychology class of students, while a second class was taught exactly the same concepts via a traditional lecturing strategy. Two dependent variables were assessed: Attitude toward the neuropsychology course and learned helplessness. The self-rating scales were administered twice: Once at the beginning of the course and once at the end. An analysis of variance ANCOVA was used to compare the results of the two groups of students. Results:The performance of the students in the experimental group was higher than that of students in the control group in terms of course grades. Furthermore, these students exhibited a more positive attitude to neuropsychology than the students in the control group. Learned helplessness decreased in the experimental group, and this was indicative of the fact that the new teaching strategy had a positive effect on motivational levels. Conclusion:A teaching method that incorporates the components of intrinsic motivation can enhance students' performance on a specific course and can improve their attitude toward completing that course.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Effectiveness of a Multi-Dimensional Teaching Strategy on Students’ Attitudes and Level of Learned-Helplessness

Eldowah¹,

Alnajashi²

2017

IJPS

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“…For the structural model, β coefficient was interpreted based on the practice as adopted by Fryer, Ginns, and Walker (), in line with Hattie's () guidelines for educational effect sizes. It was interpreted as a small effect size for β = .05, moderate effect size for β = .15 and large effect size for β ≥ .24.…”

Section: Methodsmentioning

confidence: 99%

Intrinsic and extrinsic future goals: Their differential effects on students’ self‐control and distal learning outcomes

Zhoc

King

Law

et al. 2019

Psychology in the Schools

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Research on intrinsic and extrinsic future goals has mostly focused on their impact on wellbeing with relatively lesser attention being focused on key learning outcomes. This study investigates how the pursuit of different future goals (i.e., society‐, family‐, career‐, wealth‐, and fame‐oriented goals) affects students’ self‐control, and whether self‐control mediates the relationship between future goals and distal learning outcomes (i.e., students’ affect to school and academic achievement 1 year later). The study adopted a longitudinal design involving 8,354 secondary students from 16 schools in Hong Kong. Students had to complete English and Mathematics achievement tests and answer questionnaires measuring the key variables. Structural equation modeling analysis indicated intrinsic future goals were more adaptive compared to extrinsic ones. In particular, results revealed the importance of society‐oriented goal on self‐control and distal learning outcomes. Theoretical and practical implications are discussed.

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“…According to Fryer, Ginns and Walker (2014), the role of goals has never been more intensively researched. Within contexts as diverse as the workplace (e.g., Locke & Latham, 2002), sports (e.g., Smith, Ntoumanis, Duda, & Vansteenkiste, 2011), eating disorders (e.g., Verstuyf, Patrick, Vansteenkiste, & Teixeira, 2012), and education (e.g., Huang, Zhang, & Broniarczyk, 2012;Lens & Vansteenkiste, 2008), the importance of goals is clear.…”

Section: Overviewmentioning

confidence: 99%

The importance of achieving what you value: a career goal framework of professional fulfillment

Silva¹

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ii Meus pais sempre acreditaram que, apesar de todas as dificuldades, eu nunca me permitiria nem pensar em desistir enquanto não conseguisse alcançar esta meta. Todas as vezes que fraquejei, que chorei e me descabelei, prontamente disseram: "tenha força, o fim já esteve mais longe", e eu continuei seguindo.Aos meus irmãos, Laís e Rafael, que apesar da distância, sempre demonstraram o orgulho que sentiam por eu estar aqui, fazendo o que fiz. Obrigada por terem compreendido o quanto isto era importante para mim, e terem perdoado a minha ausência constante. À João, meu amado e copiloto nesta viagem. Você esteve presente todo o tempo, aguentando todos os surtos e o cansaço, comemorando comigo as vitórias e me consolando pelos fracassos. Muito obrigada pelo carinho e dedicação, por me ver tarde da noite no computador e me levar um lanche, por me ver insone devido às preocupações e ficar acordado até eu dormir, por me ajudar com as tarefas do dia-a-dia, por tentar fazer a minha vida mais fácil e, principalmente, mais feliz. Eu não teria conseguido sem a sua ajuda. Queria aproveitar e agradecer também o Barney, que tem exatamente a idade deste doutorado! Ele nasceu junto com ele e também foi um companheiro inseparável durante todo o tempo que trabalhei nesta tese.Aos meus colegas de trabalho do IESB Oeste, principalmente meus coordenadores e superiores, que sempre me apoiaram e foram compreensivos com as minhas questões em função do doutorado. Ter sido professora no IESB ao longo destes 3 anos e meio, na minha opinião, é o que ajuda a legitimar o título que agora obtenho. Aos meus colegas professores, que também sempre ajudaram no que puderam, fosse aplicando questionários, corrigindo minhas provas quando eu estava no sanduíche ou simplesmente dando apoio moral! v Um MEGA obrigada aos meus alunos, principalmente aos membros do meu grupo de pesquisa do IESB, a Heurística. Vocês não imaginam o quanto foram indispensáveis, pois eu não teria conseguido metade disso tudo se não fosse vocês me ajudando a imprimir questionários, coletar e tabular dados. Minha tese tem um pedaço de cada um de vocês.Às minhas companheiras de doutorado, principalmente Elzi, Manu e Pricila.Dividimos as dificuldades, fúrias e revoltas, assim como também as vitórias e felicidades.Agradeço muito à UnB por ter nos juntado, mas o papel de vocês na minha vida vai muito além da academia, vocês são minhas amigas do coração.Aos meus amigos de Aracaju, principalmente minhas "irmãs" Taira, Nathy e Mari, que sempre se preocuparam comigo, me deram força e acreditaram em mim. Vocês nunca deixaram a minha distância afetar nada, paravam a vida pra me ver quando eu estava em Aracaju, e até vir pra cá todas juntas vocês vieram! Isso me fortaleceu mais do que vocês imaginam, pois eu sei que não importa onde eu esteja, nossa ligação vai continuar para sempre.A special thanks to my English supervisor John Arnold, from Loughborough University. You helped to make my big dream of studying and living in the UK come true, and I will always be grateful for that. Beyond tha...

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Between students' instrumental goals and how they learn: Goal content is the gap to mind

Abstract: This study extends intrinsic/extrinsic goal research both within education broadly and in the context of Japan. Furthermore, instrumental goals were found to play important roles supporting students in overcoming future motivation deficits and the pursuit of deep approaches to learning.

Cited by 35 publications

References 82 publications

The Effectiveness of a Multi-Dimensional Teaching Strategy on Students’ Attitudes and Level of Learned-Helplessness

The Effectiveness of a Multi-Dimensional Teaching Strategy on Students’ Attitudes and Level of Learned-Helplessness

Intrinsic and extrinsic future goals: Their differential effects on students’ self‐control and distal learning outcomes

The importance of achieving what you value: a career goal framework of professional fulfillment

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