Educational and personal characteristics of four different types of learning- and grade-oriented students

Eison, James; Pollio, Howard R.; Milton, Ohmer

doi:10.1016/0361-476x(86)90012-3

Cited by 56 publications

(43 citation statements)

References 3 publications

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“…Finally, the 32-item LOGO II (Eison et al 1986) was used to measure the intrinsic orientation and extrinsic orientation of the participants in the study. Sixteen of the items described attitudes.…”

Section: Methodsmentioning

confidence: 99%

Situational and Personal Causes of Student Cheating

2008

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The causes of students' academic dishonesty behavior were explored using survey and experimental vignette methods. Participants were surveyed about their own cheating behavior, neutralizing attitudes, performance/mastery orientation and perceptions of peer attitudes and behavior. As predicted, neutralizing attitudes influenced cheating behavior directly, but also indirectly, increasing the effect of individual attitudes. Observing others cheating was strongly correlated with one's own cheating behavior. These variables are also shown to have different effects on exam cheating and plagiarism and cases of giving and receiving unauthorized information. Correlations were tested using experimental vignette methods, which supported the claims made from survey data.

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Section: Methodsmentioning

confidence: 99%

Situational and Personal Causes of Student Cheating

2008

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“…Eison and colleagues (Eison, 1981;Eison et al, 1986) examine these variables when they describe students' motivation as primarily learningoriented or grade-oriented. They defined learning-oriented students as those seeking to ''acquire knowledge and to obtain educational and personal enlightenment''; grade-oriented students were identified as those who believe that ''obtaining a course grade is, in and of itself, a sufficient reason for being in college'' (Eison, 1981, pp.…”

Section: Motivation and Competencementioning

confidence: 98%

“…On the other hand, extrinsic goals (also referred to as performance goals, performance orientation or grade orientation) are generally associated with interests that go beyond the material itself, such as demonstrating one's competence to others, hiding one's incompetence from others, or other reasons extrinsic to the subject matter, such as to obtain a good grade, a higher salary or a better career (Anderman, Griesinger, and Westerfield, 1998;Dweck, 1986;Dweck and Leggett, 1988;Eison, 1981;Eison, Pollio, and Milton, 1986;Wryobeck and Whitley, 1999).…”

Section: Motivation and Competencementioning

confidence: 99%

Evaluating the Motivation of Other Students to Cheat: A Vignette Experiment

Rettinger

Jordan

Peschiera

2004

Research in Higher Education

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“…The LOGO provides scores for 'learning orientation' and 'grade orientation.' Learning and grade orientation have been found to be related to ACT scores (Eison, 1980), personality traits (Eison et al, 1986), GPA (Beck, Rorrer-Woody, & Pierce, 1991), and performance on course exams (Beck et al, 1991). Participants responded to a series of items by indicating the degree to which they agreed with each statement.…”

Section: Time and Reason For Data Collectionmentioning

confidence: 99%

“…Two scale scores were used in the present analysis: Learning Oriented Attitudes (e.g., 'I find the process of learning new material fun'; ¼ 0.74) and Learning Oriented Behaviors (e.g., 'I try to make time for outside reading despite the demands of my coursework'; ¼ 0.77). These scales were calculated according to the method indicated by Eison et al (1986).…”

Section: Time and Reason For Data Collectionmentioning

confidence: 99%

Beliefs about ‘improvability’ of career‐relevant skills: relevance to job/task analysis, competency modelling, and learning orientation

et al. 2002

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SummaryBased on data obtained from three samples of participants from both a work organization and a college setting, this paper addressed two major research objectives relevant to organizational behavior and applied psychology. First, we wanted to explore the nature of implicit theory of skill malleability in more detail than has been done before. This was done by drawing on KSAO dimensions from the task/job analysis literature, and examining linkages among: (a) task/job analysis; (b) implicit theories; and (c) competency modelling (an area in which there has been little empirical research). The studies found multiple factors of beliefs about KSAO improvability and showed a clear ordering of improvability beliefs (from most to least improvable) that follow predictions made in the Iceberg model of competencies. The present studies also found relationships between perceptions of KSAO importance and KSAO improvability, as well as evidence that this relationship is stronger for people who have been in a role/job longer, having had greater opportunity to observe critical KSAOs improve over time. A second major objective of the research was to explore improvability beliefs within a nomological network that would help to further establish the construct validity of the beliefs within the learning/development area. Using structural modelling, the improvability beliefs were tied to learning-oriented concepts including self-efficacy for learning and development, tendency to compare oneself to others when learning, as well as learning-oriented attitudes and behaviors. The potential practical value of improvability beliefs is discussed, as are suggestions for future research.

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Educational and personal characteristics of four different types of learning- and grade-oriented students

Cited by 56 publications

References 3 publications

Situational and Personal Causes of Student Cheating

Situational and Personal Causes of Student Cheating

Evaluating the Motivation of Other Students to Cheat: A Vignette Experiment

Beliefs about ‘improvability’ of career‐relevant skills: relevance to job/task analysis, competency modelling, and learning orientation

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