The aim of this study is to empirically investigate a new goal orientation instrument in development by Wosnitza and Volet (2007, to appear). The new instrument extends itself from traditional, dichotomous conceptualisations of goal orientation relevant for individual learning contexts that typically identify two types of achievement goals: performance and mastery. Broadening the spectrum of learning environments from individual learning to also incorporate forms of social learning, the inclusion of affect as a third goal type beyond performance and mastery, is appropriate. Affect goals refer to emotional or well-being aspects of group learning activities. Besides allowing for three types of goals, the new instrument distinguishes for four different goal orientations according a multi-facet design: each of the three goal types is elaborated into four orientations, of which two represent personal goals with a dominant self orientation, and two other represent personal goals with a dominant social orientation. Those four orientations are: self dominant, self using others for own benefits, others benefiting from self, and others & self confounded. Together, the multi-facet design of four orientations and three goal types imply twelve different personal goals in social learning contexts.

Method

The new instrument was administered in a group of 1700 first year students in two programs based on collaborative learning according to problem-based learning principles (UM, programs business studies and economics). This study provides an empirical analysis of these data. By developing a second order latent confirmatory factor analysis model, consisting of twelve first-order and three second-order latent factors, this study provides a contribution to the analysis of the internal validity of the instrument. In addition to the administration of the new instrument for personal goals in social learning contexts, the single-facet achievement goal inventory of Grant and Dweck (2003), the PALS achievement motivation inventory, and the learning styles instrument ILS developed by Vermunt (1998; see also Vermunt & Vermetten, 2004) were administered.  Grant and Dweck’s instrument distinguishes six goal types: outcome, ability, normative outcome, normative ability, learning, and challenge-mastery, in addition to the mastery, performance approach and performance avoidance orientations from PALS. In the ILS instrument, we chose to focus on learning orientations and learning conceptions. As a contribution to the analysis of the external validity of the new personal goal instrument, we investigate relationships between each of the twelve personal goal scales and learning goals, learning orientations and learning conceptions through multiple regressions.

Main findings

In the second-order factor analysis designed to investigate internal validity, two of the three second-order factors express that at least eleven out of twelve first order factors contain a strong common component. The first superfactor loads on all goals, except for two out of three Self dominant goals. The second superfactor loads on all goals, except for all three Others benefitting from self goals, and the Affect goal amongst Self using others for own benefits. And none of the two superfactors load on the Performance goal for Self using other for own benefits, since this first order factor appears to be uncoupled with all others first other factors, and in this way constitutes the third superfactor.

As part of the external-validity study, we find that embedding the new instrument in a social learning context makes it hard for students to distinguish mastery from performance goals. All personal goal scales, also affect goals and even the performance oriented personal goals, are better predicted by mastery goal orientation, than by performance goal orientation.

Theoretical and educational significance of the study  

This study is the first empirical study into a new goal instrument developed to assess personal goals in learning contexts where both individual and social goals are of crucial importance.

References:

Grant, H. & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.

Vermunt, J. D.  (1998). The regulation of constructive learning processes. The British journal of educational psychology, 68, 149-171.

Vermunt, J. D.  & Vermetten, Y. (2004). Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations. Educational Psychology Review, 16(4), 359-385.

Wosnitza, M. & Volet, S.E. (2007). A framework for personal goals in social learning contexts. Paper presented at the EARLI conference, Budapest.

Wosnitza, M. & Volet, S.E. (to appear). A framework for personal goals in social learning contexts. To appear in M. Wosnitza, S.A. Karabenick, A. Efklides & P. Nenniger (Eds.). Contemporary motivation research: From global to local perspectives. Hogrefe.