Cilj je ovoga rada bio identificirati profile ciljnih orijentacija studenata i ispitati razlike u učestalosti korištenja specifičnih strategija samoregulacije motivacije između studenata različitih ...profila ciljnih orijentacija. Istraživanje je provedeno na uzorku od 290 studenata nastavničkih studija primjenom upitnika. Analizom latentnih profila identificirane su četiri grupe studenata različitih profila ciljnih orijentacija: niskoorijentirani na uspjeh (21.3 %), prosječni (45.8 %), orijentirani na učenje (25.3 %) i orijentirani na uspjeh (7.6 %). Rezultati pokazuju da su studenti s motivacijski nepovoljnijim profilima (niskoorijentirani na uspjeh, prosječni) općenito manje skloni koristiti strategije regulacije motivacije. Iako studenti koji su orijentirani na učenje i studenti koji su orijentirani na uspjeh većinu ispitanih strategija koriste podjednako često, studenti koji su orijentirani na učenje češće koriste strategije regulacije vrijednosti i situacijskoga interesa.
This study aimed to explore university students’ achievement goal orientation profiles and examine differences in the reported use of motivational regulation strategies among students with different profiles. The study was conducted on a sample of 290 teacher education program students by applying self-report questionnaires. Using latent profile analysis, four distinct goal orientation profiles were identified: low-success-oriented (21.3%), indifferent (45.8%), mastery-oriented (25.3%), and success-oriented (7.6%). Results indicate that students exhibiting less favourable motivational profiles (low-success-oriented, indifferent) are generally less likely to report using motivation regulation strategies. Although mastery-oriented students and success-oriented students report using some of the examined types of strategies to a similar extent, mastery-oriented students report using strategies for regulating value and situational interest more often.
The effects of collaborative learning and informing students about the dangers of overconfidence on metacognitive judgments and conceptual learning were examined in two classroom studies. In the ...first study, the conceptual knowledge of operant conditioning and the confidence judgments of 287 graduate students enrolled in a teacher education programme were assessed at the beginning of the educational psychology course and following instruction that included student work on examples of operant conditioning concepts, either individually or in small groups. Students’ recognition of the concepts in examples and explanations of their answers were collected during learning along with ratings of their confidence in their answers. Students in the collaborative learning condition showed higher confidence in their answers on both tasks, but they also showed higher bias in their judgments on the explanation task. They also displayed better recognition of the concepts and discrimination between accurate and inaccurate recognition. The second study aimed to examine the effect of a more structured collaborative learning condition and the effect of informing students about the dangers of overconfident judgments on students’ confidence in the accuracy of their answers on the same tasks as in the first study and on their performance. The participants were 223 students enrolled in the teacher education programme. A strong positive effect of collaboration on discrimination and performance on both tasks was obtained. Furthermore, the students in the collaborative learning condition showed lower bias in the explanation task. Informing students about the dangers of overconfidence did not have beneficial effects.
Using a longitudinal person-oriented approach, this study aimed to examine the prevalence and stability of achievement goal profiles among gymnasium students (N = 794) in relation to their ...experiences with digital technologies in education. Achievement goal orientations and experiences with digital technologies in education (ICT use in learning and school-based activities, attitudes toward ICT use for educational purposes, flow experience while using ICT, and satisfaction with ICT implementation) were assessed by online questionnaire administered twice, seven months to one year apart. Results revealed four groups of students based on their achievement goal orientation profiles: mastery-oriented, success-oriented, avoidance-oriented and indifferent. In total, 77% of the students displayed identical profiles in both measurements suggesting a substantial stability in goal profiles. The transitions that were observed were mainly from more to less favourable profiles. The comparison of the goal orientation profiles indicated that the mastery-oriented and success-oriented students were generally more inclined towards digital technology for educational purposes, although the differences between the success-oriented and indifferent students were less pronounced at the second assessment point. The indifferent and avoidance-oriented students were less satisfied with ICT implementation. The findings build on previous work on the prevalence and stability of achievement goal profiles among high school students while also offering new insights into the relations between goal profiles and experiences with digital technologies in education.
The aim of this study was to examine the effects of quasi-experimental goal conditions (mastery, performance-approach, combined mastery/performance-approach) on expository text learning task ...motivation, emotions, and achievement in a sample of students displaying the average all goal orientations profile. Participants were 143 Croatian high school students. Results revealed that the assignment of multiple mastery/performance-approach goals exerted the most adaptive pattern of results across the examined task-related outcomes. Implications for educational research and practice are discussed.
•The effects of the assigned achievement goals on learning outcomes were examined in students with average all goals profile.•The mastery goal condition showed the most adaptive pattern of effects across emotional and motivational outcomes.•The performance-approach goal condition related to maladaptive emotional profile compared to the control condition•Performance-approach and multiple conditions demonstrated higher achievement compared to mastery and control conditions.•The assigned multiple (mastery/performance-approach) goals showed the most adaptive pattern of effects across outcomes.
In line with previous findings stressing the importance of the player experience for game effectiveness, the main aim of the study was to explore whether the experience while playing a serious ...digital game aimed at bullying prevention mediated the relationship between initial and postgame knowledge about appropriate reactions in bullying situations, and initial and postgame compassion for the victim. Participants were 12- to 14-year-old students from 10 European schools (N = 120; 51% boys). Students were assessed in schools, by an online survey, before and after gaming sessions, on measures of knowledge about appropriate reactions in bullying situations and compassion for the victim. Students' experience during playing was also assessed. The proposed model showed a good fit to the data, but the mediation hypotheses were not supported. The results indicated that some aspects of the game experience could affect subsequent knowledge and compassion. Specifically, the challenge had a significant effect on knowledge about appropriate behaviour, while immersion had a significant effect on compassion. The model was tested on the wider sample including students who played the control game (N = 116; 46% boys). The results of moderated mediation analysis offer further support to this conclusion, as these effects were not significant in the control group.
This study aimed to explore age and gender differences in motivational (mathematics value and self-concept), emotional (mathematics anxiety), and cognitive (learning strategies and performance) ...aspects of mathematics functioning in a large representative sample of Croatian students (N = 2749; 56% girls, mean age = 14.58) during the transition from elementary to high school. The students' values and self-concept in mathematics, mathematics anxiety, and perceived use of mathematics learning strategies were assessed using online self-report questionnaires. Teacher-created tasks were used for performance assessment. The results revealed a decrease in mathematics motivation and performance during school transition. Older students valued mathematics less than younger students, had less positive mathematics self-concept, less frequently used learning strategies, and had lower mathematics performance. No main effect of age/grade on mathematics anxiety was found. Boys had a more positive mathematics self-concept but used learning strategies less often than girls. Moreover, interaction effects of age and gender were found. High school girls showed lower performance but higher anxiety than boys. Future research should focus on examining the efficiency of interventions tailored to prevent a decline in mathematics motivation and performance during the transition periods, especially for girls.
This article provides an overview of theoretical and empirical work on interest as an important motivational variable in academic settings. The first part of the article presents different ...conceptualizations of interest and its role in learning, as well as the most frequently used measures of interest. In the second part, current understandings of the dynamics of interest development are discussed, followed by an overview of the research findings on the effects of interest on the learning processes and outcomes. The research findings on the relationships between interest and other motivational variables such as self-efficacy, achievement goals and task values are considred within the broader context of self-regulated learning processes and with regard to their contribution to the understanding of functional relations among motivation, learning and emotions.
The aim of this study was to examine whether students with different achievement goal orientation profiles differ in terms of academic, emotional and social adjustments to college, as well as in ...terms of value of studying and academic achievement. By means of latent profile analysis, three groups of students were identified: dominant emphasis on work avoidance goal orientation (Work avoidance), joint, yet average emphasis on work avoidance, performance and mastery goal orientation (Indifferent), and emphasis on mastery goal orientation (Mastery). Students who dominantly display mastery tendencies showed the most adaptive pattern of outcomes. Although Mastery and Indifferent group students demonstrated equivalent levels of academic achievement, Mastery group expressed higher levels of self-reported academic college adjustment as well as higher levels of value of studying. Primary work avoidance oriented students yield the most maladaptive pattern of outcomes.
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