Profiling learners' achievement goals when completing academic essays

Citation data:

Educational Psychology, Page: 279-295

Publication Year:
2009

No metrics available.

Repository URL:
https://researchbank.acu.edu.au/fea_pub/3141
Author(s):
Ng, Chi-hung (Clarence)
Publisher(s):
Routledge
Tags:
motivation; achievement goals; learning; adult learners; Education
article description
This study explored adult learners’ goal profiles in relation to the completion of a compulsory academic essay. Based on learners’ scores on items assessing mastery, performance‐approach, and work‐avoidance goals, cluster analyses produced three distinct categories of learners: performance‐focused, work‐avoidant, and multiple‐goal learners. These three groups of learners differed in terms of perceptions about the academic essay, self‐belief in completing it, use of strategies, responses to marker feedback, and, most importantly, level of achievement. The results attest to the importance of endorsing multiple goals for completing compulsory academic essays at the tertiary level.