1. Multiple goals, motivation and academic learning
指導教授：Chen, Ming-puu
報 告 者：Chen, Wan-Yi
報告日期：
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,

2. 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

3. 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

4. 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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8. 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

9. 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

10. 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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