Influence of Achievement Motive and Goal Orientation on Learning Behavior :

Mitsunami, Mutsumi

doi:10.5926/jjep.58.348

Cited by 9 publications

(4 citation statements)

References 22 publications

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“…The Japanese translation was based on Oikawa (2005) , with slight modifications. 3 The filler questions comprised 17 items of the Goal Orientation Scale ( Mitsunami, 2010 ). Responses to the filler questions were not analyzed.…”

Section: Studymentioning

confidence: 99%

Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective

2021

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Implicit theories refer to two assumptions that people make about the malleability of one’s ability. Previous studies have argued that incremental theorists (who believe that ability is malleable) are more adaptive than entity theorists (who believe that ability is fixed) when facing achievement setbacks. In the present research, we assumed that the adaptive implicit theory would be different when people could choose from a wider range of tasks. It was hypothesized that incremental theorists would sustain their efforts in the first task even when it was difficult, whereas entity theorists would try to find the most appropriate task. In a pair of laboratory experiments, participants had to maximize their outcomes when allowed to choose a task to engage in, from two options. When participants were allowed to practice the two tasks (Study 1), incremental theorists tended to allocate their effort solely to the first task, whereas entity theorists tended to put equal effort into both. When participants were informed that they could switch from the assigned task (Study 2), incremental theorists tended to persist in the first task regardless of its difficulty, whereas entity theorists tended to switch more quickly if the task was difficult. These results supported our hypothesis of two effort allocation strategies and implied that, in certain situations, entity theorists could be more adaptive than incremental theorists. Based on these findings, we conducted a social survey on the difficulty of switching tasks with a real-life setting as an environmental factor that determines the adaptive implicit theory (Study 3). It was revealed that the academic performance of incremental and entity theorists was moderated by the difficulty of switching tasks in their learning environment at school. Cultural differences in implicit theories may be explained by differences in the difficulty of switching tasks in education and career choices in each society.

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Section: Studymentioning

confidence: 99%

Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective

2021

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“…To measure desire for learning and positive learning behavior prior to the experiment, we administered a questionnaire (5-ordered-options method) referring to the learning behavior measures developed by Mitsunami [14]. In this questionnaire, we added items asking about interest in the learning materials used in the experiment and about a desire to learn something about that subject.…”

Section: Grouping Of Experiments Participants Based On Prior Surveymentioning

confidence: 99%

Learning Support System That Encourages Self-Directed Knowledge Discovery

MATSUDA

Seta

Hayashi

2023

IEICE Trans. Inf. & Syst.

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Self-directed learning in an appropriately designed environment can help learners retain knowledge tied to experience and motivate them to learn more. For teachers, however, it is difficult to design an environment to give to learners and to give feedback that reflects respect for their independent efforts, while for learners, it is difficult to set learning objectives on their own and to construct knowledge correctly based on their own efforts. In this research, we developed a learning support system that provides a mechanism for constructing an observational learning environment using virtual space and that encourages self-directed knowledge discovery. We confirmed that this system contributes to a learner's structural understanding and its retention and to a greater desire to learn at a level comparable to that of concept map creation, another active learning method.

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“…Early research on the theory divided achievement goals into “learning goals” (correspond to mastery goals of this study)—those seeking to increase one’s abilities, and “performance goals”— those seeking to obtain favorable judgment and avoid the unfavorable judgment of one’s abilities (Dweck & Leggett, 1988). However, more recent studies have attempted to add a distinction between approach and avoidance in performance goals and to divide them into “performance-approach goals” and “performance-avoidance goals” (e.g., Elliot & Church, 1997; Mitsunami, 2010).…”

Section: Achievement Goals and Motivationmentioning

confidence: 99%

Relationships Between Achievement Goals, Motivation Instability, and Learning Persistence in Asynchronous Distance Classes

Umemoto,

Inagaki

2023

Sage Open

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This study examined the relationships between achievement goals, motivation instability, and learning persistence in asynchronous distance classes by focusing on mastery goals and performance-avoidance goals. A longitudinal online survey was conducted among university students in Japan at two time points. The first survey had 171 respondents. Out of them, 91 responded to the second survey. The data of the 91 students were analyzed. The results of partial correlation analysis indicated that mastery goals were negatively related to motivation instability and lack of persistence, while performance-avoidance goals were positively related to lack of persistence and unrelated to motivation instability. Mediation analysis indicated that the negative indirect effect of mastery goals on lack of persistence via motivation instability was found, and that the direct effect of mastery goals on lack of persistence was not found. The results highlight the vital role that mastery goals play in learning during asynchronous distance classes.

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Influence of Achievement Motive and Goal Orientation on Learning Behavior :

Cited by 9 publications

References 22 publications

Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective

Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective

Learning Support System That Encourages Self-Directed Knowledge Discovery

Relationships Between Achievement Goals, Motivation Instability, and Learning Persistence in Asynchronous Distance Classes

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