Goal Orientation and Academic Performance in Adult Distance Education

Neroni, Joyce; Meijs, Celeste; Leontjevas, Ruslan; Kirschner, Paul A.; Groot, Renate H. M. de

doi:10.19173/irrodl.v19i2.3440

Cited by 14 publications

(17 citation statements)

References 37 publications

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“…However, there are also several studies that identified different relationships. Neroni, Meijs, Leontjevas, Kirschner, and De Groot (2017) for example, discovered that mastery approach goals were no significant predictor of student success, measured as achievement, for the distant education students in their sample. One possible explanation they give for this lack of a relationship is that distant education students with a mastery orientation possibly are not driven by grades at all, and only enrol in the courses for their own interest, subsequently not participating in the final exams.…”

Section: Discussionmentioning

confidence: 98%

Explaining individual student success using continuous assessment types and student characteristics

Day

Blankenstein

Westenberg

et al. 2018

Higher Education Research & Development

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Individual student success is influenced by the educational environment and student characteristics. One adaptation of the educational environment to improve student success is the introduction of continuous, or in-course, assessment. Previous research already identified several student characteristics that are related to student success as measured by student achievement, like previous achievements, motivation, self-efficacy and gender. The two facets are investigated in a group of first-year undergraduate Law students in the Netherlands, by examining the relationship of different types of continuous assessment and student characteristics with academic achievement. A questionnaire, measuring demographic information, selfregulation and motivational constructs, was completed by 94 students and their grades were requested from the student administration. Repeated measures ANCOVAs with assessment type as the within-subject factor identified that student achievement is not dependent on the type of continuous assessment. Students with higher high-school GPAs got higher scores across assessment types. Male students performed worse than their female peers in courses without continuous assessment, but in courses using any type of continuous assessment, this gender difference disappeared. Intrinsic motivation was a negative predictor of achievement in courses using writing assignments and mandatory homework assignments. Results from the current study indicate that continuous assessment may be a potent measure to improve male students' success by closing the gender achievement gap, and that students with high levels of intrinsic motivation do not benefit from continuous assessment.

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Section: Discussionmentioning

confidence: 98%

Explaining individual student success using continuous assessment types and student characteristics

Day

Blankenstein

Westenberg

et al. 2018

Higher Education Research & Development

View full text Add to dashboard Cite

show abstract

“…In contrast, it was shown by a mixed model regression that there was no significant relationship between academic success and mastery goal orientation (Neroni et al, 2018). By the same token, Ugur (2016) reported that academic performance is not significantly predicted by mastery goal orientation.…”

Section: Goal Orientations and Academic Achievementmentioning

confidence: 87%

The Direct and Indirect Effects of Implicit Beliefs of Intelligence on Academic Achievement in English among High School Students: Goal Orientation as a Mediator

Elhassan

Tharbe

Muhamad

2021

EJREP

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Introduction. High academic achievement in English is a valued key for high school students in Sudan to guide them toward a better life, career, and social opportunities. At the same time, many of the Sudanese students have linguistic, cultural, and rhetorical problems in the English language, and many of them face challenges in expressing themselves in English. Thus, the core purpose of this study is to explore what may help them in this matter; this includes examining the direct effects of the entity and incremental beliefs of intelligence on academic achievement in English and testing the indirect effects through goal orientation. Method. A quantitative research method was used by applying scales of implicit beliefs of intelligence (Dweck, 2000) and goal orientation (Elliot & Church, 1997). The data were collected using a cluster sampling technique from 392 respondents, mainly high school students in Sudan. A structural equation model (SEM-AMOS) of relations among constructs was employed to examine the relationships among the construct variables. Results. The findings of the structural equation modelling indicated that there was no direct effect of entity belief of intelligence and that there was a direct effect of incremental belief of intelligence on academic achievement in English. Regarding the mediation role of the goal orientation in the relationship between entity belief of intelligence and academic achievement in English, there was no mediation role play. Nevertheless, the goal orientation partially mediated the relationship between the incremental belief of intelligence and academic achievement in English among Sudanese high school students. Discussion and Conclusion. Academic achievement in English is influenced by students' motivations, beliefs of intelligence, and goal orientations. Accordingly, the English language of Sudanese high school students requires more attention and consideration for the incremental belief of intelligence, goal orientation, and other significant variables in order to support those students in Sudanese high schools to overcome their weaknesses in English and improve themselves so that they can achieve high scores academically in English.

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“…In that regard, research carried out in the context of MOOCs (i.e., another example of open higher online education), demonstrated that intention is an important requisite for completion (Henderikx et al, 2017). Besides that, although performance approach goals (i.e., whether or not students' are oriented at outperforming others) might not relate to completion, they appear predictive for other correlates of students' success, such as grade point average (Neroni et al, 2018). Furthermore, in the present study, no association was found between volition (i.e., consequence control and metacognition) and completion.…”

Section: Discussionmentioning

confidence: 99%

Predicting Completion: The Road to Informed Study Decisions in Higher Online Education

et al. 2021

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Non-completion is an ongoing concern in higher education, and even more so in higher online education. One way to address this problem is to take initiatives prior to student enrollment, enabling informed decision making. In line with this, an institution for open higher online education seeks to develop a (non-committal) online self-assessment for prospective students. To identify variables (tests) to be included in this self-assessment, the present study aims at validating variables–previously identified as “predictive of completion in higher education and open to intervention before enrollment”—within the current higher online education context. Results of correlational analyses indicate that the following modifiable variables are relevant to include: hours planned to study, employment hours, study intention, discipline, discipline confidence, basic mathematical skills, and social support. Based on a sensitivity cut-off of 95% (to minimize false negatives) about 13% of the actual non-completers could be identified correctly. Implications for future development of the self-assessment are discussed.

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Goal Orientation and Academic Performance in Adult Distance Education

Cited by 14 publications

References 37 publications

Explaining individual student success using continuous assessment types and student characteristics

Explaining individual student success using continuous assessment types and student characteristics

The Direct and Indirect Effects of Implicit Beliefs of Intelligence on Academic Achievement in English among High School Students: Goal Orientation as a Mediator

Predicting Completion: The Road to Informed Study Decisions in Higher Online Education

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