What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation

Dowson, Martin; McInerney, Dennis M.

doi:10.1016/s0361-476x(02)00010-3

Cited by 230 publications

(207 citation statements)

References 36 publications

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“…Scholars suggested inductive, qualitative research instead in order to overcome the limitations of deductive quantitative research (Dowson & McInerney, 2003;Van Etten et al, 2008). A qualitative approach is used to capture the full array of motivational phenomena (Van Etten et al, 2008) and will start with students' perceived goal orientations rather than with pre-conceptualized goal orientations (Dowson & McInerney, 2003).…”

Section: Psychological Thought Psyctpsychopeneu | 2193-7281mentioning

confidence: 99%

“…A qualitative approach is used to capture the full array of motivational phenomena (Van Etten et al, 2008) and will start with students' perceived goal orientations rather than with pre-conceptualized goal orientations (Dowson & McInerney, 2003). A researchers' goal is to identify motivational variables that may affect student academic behavior rather than to measure variables precisely (Van Etten et al, 2008).…”

Section: Psychological Thought Psyctpsychopeneu | 2193-7281mentioning

confidence: 99%

“…Phan, 2008;Phan, 2009;Shih, 2005) were based on statistical findings on goal orientations. Some researchers have criticized such psychometric approaches (Dowson & McInerney, 2001;Dowson & McInerney, 2003;Van Etten, Pressley, McInerney, & Liem, 2008). In quantitative approaches, researchers assume the existence of some types of goal orientations and attempt to validate these goals through psychometric methods (Dowson & McInerney, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…In quantitative approaches, researchers assume the existence of some types of goal orientations and attempt to validate these goals through psychometric methods (Dowson & McInerney, 2001). Psychometric methods are used to limit participants' range of goal orientations and to artificially categorize students' responses (Dowson & McInerney, 2001;Dowson & McInerney, 2003). Such an approach does not investigate the complexities of goal orientation constructs (Dowson & McInerney, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Psychometric methods are used to limit participants' range of goal orientations and to artificially categorize students' responses (Dowson & McInerney, 2001;Dowson & McInerney, 2003). Such an approach does not investigate the complexities of goal orientation constructs (Dowson & McInerney, 2003). Psychometric methods also may mislead students' complex and dynamic goal orientations (Van Etten et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

What are the relationships between college students’ goal orientations and learning strategies?

Takashiro

2016

Psychol. Thought

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Few studies have been done to examine the relationships between students' goal orientations (or achievement motivation) and their learning strategies with case studies. This study examined how five educational psychology students' goal orientations would influence their learning strategies with a semi-structured interview method. The results showed that all students who used complex, multidimensional goal orientations also used versatile learning strategies depending on their specific needs in class. The findings showed that some exhibited goal orientations (mastery/performance) and other unusual goal orientations, were inconsistent with the extant literature. These dimensions were not clear-cut as in other quantitative methods. With regards to learning strategies, the common learning strategies were seeking help and rehearsal learning strategies. Students altered their learning strategies to their perceived optimal learning strategies based on their learning experiences in the past. The implication for classroom practice was that instructors could incorporate different tasks and assignments in order to motivate, encourage students' use of multiple learning strategies and goal orientations.

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