Multiple goals, motivation and academic learning 指導教授：Chen, Ming-puu 報 告 者：Chen, Wan-Yi 報告日期：2006. 11. 07 Valle, A., Cabanach , R. G. , Nunez, J. C., Gonzalez-Pienda, J. Rodriguez, S. & pineiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73, 71-87.

Introduction (1) These goals have been found to determine students’ affective, cognitive, and behavioural reactions to success or failure, in addition to the quality of their performance Type of goals Intrinsic orientation & extrinsic orientation Learning goals & performance goals Task-oriented goals & self-oriented goals Mastery goals & performance goals

Introduction (2) Students have learning goals to develop their ability, and performance goals to prove their ability Empirical results provide somewhat contradictory data in this respect in some cases showing negative relations between both types of goals, and in others, lack of relation, or even positive relations

Method Participants Instruments 609 university students Academic goals 313 were 1st or 2nd year 296 3rd, 4th or 5th Instruments Academic goals Learning strategies Questionnaire to evaluate the remaining cognitive-motivational variables and the perception of the academic context

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Discussion (1) Learning-goal orientation are a high level of involvement and commitment to learning, and preference for tasks that imply some degree of challenge Positive correlations between learning goals and perceived competence High learning goals are usually associated with more use of deep learning strategies

Discussion (2) Students with multiple goals attained higher academic achievement Students to have multiple goals simultaneously, which guarantees some flexibility to adapt more efficaciously to various contexts and learning situations The profound study of self-regulation strategies that favour the achievement of students’ multiple goals is a priority research area that may help to understand the relations between multiple goals and self-regulated learning

Discussion (3) Our reveal little differences between the profiles of multiple goals and of learning goals We should consider the analysis of the relation of the goal orientation from the profile’ viewpoint Using other research designs that are not employed very frequently The results may vary if ‘real’ and concrete situations are employed Simultaneously use different instruments to evaluate these variables With the available data

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