Stability and change in achievement goal orientations: A person-centered approach

Tuominen, Heta; Salmela‐Aro, Katariina; Niemivirta, Markku

doi:10.1016/j.cedpsych.2010.08.002

Cited by 160 publications

(174 citation statements)

References 56 publications

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“…Also, some people want to minimize their effort while still completing the goal they have set for themselves. All of these aspects are considered in the psychological conceptualization called achievement goal orientation that characterizes people's preferences to different goals and outcomes [154]. Given that the badges we used in our courses were a form of external rewards, we were interested to find out if students' goal orientations influence the way they respond to achievement badges.…”

Section: Rq2 What Are Student Attitudes Towards Achievement Badges?mentioning

confidence: 99%

“…There are two main approaches for using achievement goal orientations in an analysis: variable-centered approach and person-centered approach. In the variable-centered approach, the focus is on studying how specific achievement goal orientations relate to specific motivational and achievement-related outcomes [154]. This can be done, for example, by studying correlations between different goal orientation components and educational outcomes.…”

Section: Goal Orientation Theorymentioning

confidence: 99%

“…This can be done, for example, by studying correlations between different goal orientation components and educational outcomes. On the other hand, the person-centered approach builds on the multiple goals perspective [154], that is, the idea that the different components in goal orientation are not mutually exclusive and therefore each individual exhibits a mixture of different goals with varying weights [133]. Therefore, in contrast to the variable-centered approach, the person-centered approach takes into account that different configurations of goal orientations may be more meaningful than simple correlations between individual goal orientation components and outcomes.…”

Section: Goal Orientation Theorymentioning

confidence: 99%

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Hakulinen

Malmi

2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

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The main objective of this thesis is to enrich computer science education by studying two gameful teaching interventions: 1) achievement badges and 2) alternate reality games.Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a nongameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with masteryextrinsic and performance-avoidance orientations.Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs. Tiivistelmä Väitöskirjassa tarkastellaan kahta pelillistä tapaa monimuotoistaa tietotekniikan opetusta: 1) suoritusmerkit ja 2) vaihtoehtotodellisuuspelit.Pelillistämisellä tarkoitetaan pelielementtien soveltamista eri ympäristöissä. Suoritusmerkit ovat eräs yleinen pelillistämisen keino, jolla voidaan tarjota opiskelijoille vapaaehtoisia lisä-haasteita. Väitöskir...

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Section: Rq2 What Are Student Attitudes Towards Achievement Badges?mentioning

confidence: 99%

Section: Goal Orientation Theorymentioning

confidence: 99%

Section: Goal Orientation Theorymentioning

confidence: 99%

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QR code programming tasks with automated assessment

Hakulinen

Malmi

2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

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“…At this point it should be mentioned that studies have found that there is a slight decrease in competence beliefs and in motivation within a single school year, especially during transition years (Chouinard & Roy, 2008;Tuominen-Soini, Salmela-Aro, & Niemivirta, 2011). On the other hand, many other studies have found a continual decrease in academic motivation from the beginning of primary school to the end of high school.…”

Section: Analysis Of the Findings: Quantitative Componentmentioning

confidence: 92%

Peers as an Academic Resource: An Investigation of an Afterschool Program to Socialize At-risk Students with Disabilities into Greater Academic Engagement

Pellegrini-Lafont¹

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“…Bentler, 1980). Számos példát találunk az útelemzés neveléstudományi alkalmazására (például Aunio és Niemivirta, 2010;Tuominen-Soini, Salmela-Aro és Niemivirta, 2011;, hazánkban is (lásd pl. Szabó, Nguyen, Szabó és Fliszár, 2012;Dancs és Kinyó, 2015;Molnár és Pásztor, 2015).…”

Section: Változók Közötti öSszefüggések Feltárása úTelemzésselunclassified

Hálózatos technológiával segített, kutatásalapú tanulásban részt vett tanulóközösségek interakciós és kapcsolathálói, valamint a közös vizsgálódás hatásai felsőoktatási kurzuskörnyezetben

Molnár

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Stability and change in achievement goal orientations: A person-centered approach

Cited by 160 publications

References 56 publications

QR code programming tasks with automated assessment

QR code programming tasks with automated assessment

Peers as an Academic Resource: An Investigation of an Afterschool Program to Socialize At-risk Students with Disabilities into Greater Academic Engagement

Hálózatos technológiával segített, kutatásalapú tanulásban részt vett tanulóközösségek interakciós és kapcsolathálói, valamint a közös vizsgálódás hatásai felsőoktatási kurzuskörnyezetben

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