Relationship between Learning Strategies and Goal Orientations: A Multilevel Analysis

Abstract

Problem Statement: Motivation plays an important role in explaning students' academic achievement. In an effort to explain students' purposes for learning and their reasons why they engage in a learning activity, different achievement goal models (dichotomous, trichotomous, and 2x2) has been proposed over time. The present study aimed to extend previous research by employing the most recent model -2x2 achievement goal framework-, using multilevel analysis techniques at the high school level. Purpose of Study:The purpose of this study was to examine the relationship between Turkish high school students' learning strategies and their goal orientations in chemistry course using multilevel analysis. Learning strategies included rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation; while, goal orientations consisted of performance-approach, performance-avoidance, masteryapproach, and mastery-avoidance goals.

The Mediating Role of Learning Strategy in the Relationship between Achievement Goals and Academic Achievement

“…Instead, performance-approach goals significantly predicted surface learning strategy. This was inconsistent with findings by Kadioglu et al (2014) which reported that both mastery-approach and performance-approach goals significantly predicted deep learning strategies.…”

“…There was need, therefore, to conduct the current study in Kenya, using a sample drawn from secondary school students in a different school setting. Kadioglu (2014)carried a study to examine the relationship between learning strategies and goal orientations of Turkish high school students in Chemistry subject. The learning strategies were grouped into four, namely, critical thinking, metacognitive, self-regulation, rehearsal and elaboration.…”

Differences in academic self-efficacy, psychological wellbeing and achievement drive in university students with high and low academic performance

“…En lo relativo a la autoeficacia académica, los resultados fueron congruentes con la evidencia que constata que esta variable se asocia con el alto desempeño académico al favorecer la tolerancia a la frustración ante los fracasos y la persistencia en las tareas académicas (Fenollar et al, 2007;Kaplan, Öztürk & Durk, 2013;Lane et al, 2004). En cuanto al papel de motivación al logro asociado a la maestría, los hallazgos de este estudio son similares a los reportados, donde se menciona que los esfuerzos de los estudiantes por alcanzar un adecuado dominio de los conocimientos y habilidades del currículo favorecen su éxito académico al asociarse con estrategias de aprendizaje profundo (Kadioglu & Uzuntiryaki-Kondacki, 2014;Speirs Neumeister & Finch, 2006;Valle, Núñez et al, 2015). Esto sugiere que los estudiantes con alto desempeño académico se caracterizan por presentar una alta valoración de sus competencias académicas y presentan una elevada orientación hacia los logros académicos.…”

“…La motivación al logro involucra el esfuerzo de los individuos por obtener éxito en situaciones que involucran desempeños (Eison, 1979). En el ámbito escolar la orientación al logro implica que los estudiantes se establezcan elevados estándares académicos, se orienten hacia estrategias de aprendizaje profundas y procuren alcanzar maestría en sus competencias académicas (Kadioglu & Uzuntiryaki-Kondacki, 2014;Speirs Neumeister & Finch, 2006;Valle, Pan et al, 2015). Lo anterior se asocia con mejores aprendizajes y habilidades intelectuales (Albaili, 2003;Al-Shabatat, Abbas & Nizam, 2010;Thornberry, 2003;Valadez et al, 2015), metas académicas realistas, perseverancia en las actividades académicas, tolerancia al estrés (Fenollar et al, 2007;Preckel & Brunner, 2015;Valdés, Sánchez y Yáñez, 2013).…”

Çok Düzeyli Modeller: Sürekli Değişken ile İki Düzeyli Model Örneği

“…Bu çok düzeyli modeller eğitim araştırmalarında da araştırmacılar tarafından çok fazla kullanılmaya başlanmıştır (Schreiber ve Griffin, 2004). Yurtdışında çok fazla tercih edilen çok düzeyli modellerin yurtdışıyla karşılaştırıldığında Türkiye'de çok daha az araştırmacı tarafından (Acar, 2013;Acar ve Ege Eğitim Dergisi 2016(17) Öğretmen, 2012; Atar, 2010;Atar, 2014;Can, Somer, Korkmaz, Dural ve Öğretmen, 2011;Çoker, 2009;Deniz-Başar, Özden ve Bağdatlı-Kalkan, 2013;Erol-Korkmaz, 2014;Gölbaşı-Şimşek ve Noyan, 2008;Gölbaşı-Şimşek ve Noyan, 2009;Güvendir, 2014;Kadıoğlu, ve Uzuntiryaki-Kondakcı, 2014;Karabay, Yıldırım ve Güler, 2015;Noyan ve Yıldız, 2006;Şahin, 2011;Yılmaz ve Aztekin, 2012) …”