The Role of Goal Orientation and Self-Efficacy in Learning from Web-Based Worked Examples

The goal of this study was to understand the roles of goal ori entation and self-efficacy when learning from worked exam ples. A Web-based learning environment, used as a compo nent of a traditional undergraduate chemistry course, served as the context for the study. Goal orientations were derived from Elliot and McGregor’s (2001) achievement goals frame work. Structural equation modeling was applied to measures of individual goal orientation, self-efficacy, use of online worked examples and achievement (N=176). Results indicate that a mastery-approach orientation was the strongest predic tor of achievement, but worked example use and self-effica cy were not related to either of the mastery orientations. For the performance orientations, worked example use was estab lished as an antecedent to self-efficacy and achievement. Results are discussed in terms of goal theory and its applica tion to the design of instructional materials.

[1]  Steven P. Brown,et al.  The Influence of Goal Orientation and Self-Regulation Tactics on Sales Performance: A Longitudinal Field Test , 1999 .

[2]  P. Pintrich,et al.  Handbook of self-regulation , 2000 .

[3]  D. Steele-Johnson,et al.  Goal orientation and task demand effects on motivation, affect, and performance. , 2000, The Journal of applied psychology.

[4]  Slava Kalyuga,et al.  When problem solving is superior to studying worked examples. , 2001 .

[5]  B. Byrne.  Structural Equation Modeling with LISREL, PRELIS, and SIMPLIS: Basic Concepts, Applications, and Programming , 1998 .

[6]  Ruth Butler,et al.  Effects of task- and ego-achievement goals on information seeking during task engagement , 1993 .

[7]  Philip H. Winne,et al.  Self-regulated learning viewed from models of information processing. , 2001 .

[8]  Alexander Renkl,et al.  Finding and fixing errors in worked examples: Can this foster learning outcomes? ☆ , 2007 .

[9]  Jennifer Archer,et al.  Achievement Goals as a Measure of Motivation in University Students , 1994 .

[10]  P. Kirschner,et al.  Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning , 2003 .

[11]  P. Pintrich.  Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement. , 2000 .

[12]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[13]  Philip H. Winne,et al.  How Software Technologies Can Improve Research on Learning and Bolster School Reform , 2006 .

[14]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[15]  C. Dweck,et al.  A social-cognitive approach to motivation and personality , 1988 .

[16]  Eric M. Anderman,et al.  Motivation and strategy use in science: Individual differences and classroom effects , 1994 .

[17]  Stephanie C Payne,et al.  A meta-analytic examination of the goal orientation nomological net. , 2007, The Journal of applied psychology.

[18]  Kent J. Crippen,et al.  The impact of web-based worked examples and self-explanation on performance, problem solving, and self-efficacy , 2007, Comput. Educ..

[19]  P. Pintrich.  The role of goal orientation in self-regulated learning. , 2000 .

[20]  Alexander Renkl,et al.  Interactive Example-Based Learning Environments: Using Interactive Elements to Encourage Effective Processing of Worked Examples , 2007 .

[21]  Jack Martin.  Self-Regulated Learning, Social Cognitive Theory, and Agency , 2004 .

[22]  Carol S. Dweck,et al.  Motivational processes affecting learning. , 1986 .

[23]  D. Schunk.  Social Cognitive Theory and Self-Regulated Learning , 1989 .

[24]  S. Gully,et al.  Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal--setting process. , 1997 .

[25]  Elizabeth A. Linnenbrink.  The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning. , 2005 .

[26]  Carole A. Ames,et al.  Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes , 1988 .

[27]  W. L. Cron,et al.  The role of goal orientation following performance feedback. , 2001, The Journal of applied psychology.

[28]  Carole A. Ames.  Classrooms: Goals, structures, and student motivation. , 1992 .

[29]  R. A. Tarmizi,et al.  Guidance during Mathematical Problem Solving. , 1988 .

[30]  S. Derry,et al.  Learning from Examples: Instructional Principles from the Worked Examples Research , 2000 .

[31]  Aerobic performance under different goal orientations and different goal conditions. , 1997 .

[32]  Philip H. Winne,et al.  Measuring Self-Regulated Learning , 2000 .

[33]  Kateryna V. Keefer,et al.  Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An integrated approach , 2006 .

[34]  Slava Kalyuga,et al.  The Expertise Reversal Effect , 2003 .

[35]  J. Mathieu,et al.  Goal Orientation in Organizational Research: A Conceptual and Empirical Foundation , 1996 .

[36]  D. A. Kenny,et al.  The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. , 1986, Journal of personality and social psychology.

[37]  B. Zimmerman.  Self-Regulated Learning and Academic Achievement: An Overview , 1990 .

[38]  K. E. Barron,et al.  Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context , 2004 .

[39]  John Sweller,et al.  Translating words into equations: a cognitive load theory approach , 2005 .

[40]  L. L. Cummings,et al.  A test of the influence of goal orientation on the feedback-seeking process. , 1997, The Journal of applied psychology.

[41]  S. Biddle,et al.  Modeling the relation of goal orientations to achievement-related affect in physical education: Does perceived ability matter? , 1997 .

[42]  F. Paas,et al.  Variability of Worked Examples and Transfer of Geometrical Problem-Solving Skills: A Cognitive-Load Approach , 1994 .

[43]  Rex B. Kline,et al.  Principles and Practice of Structural Equation Modeling , 1998 .

[44]  John Sweller,et al.  Cognitive Load During Problem Solving: Effects on Learning , 1988, Cogn. Sci..

[45]  A. Elliot,et al.  A 2 X 2 achievement goal framework. , 2001, Journal of personality and social psychology.

[46]  Michael Pressley,et al.  Self-Regulated Learning: Monitoring Learning From Text , 1990 .

[47]  R. Mayer,et al.  Nine Ways to Reduce Cognitive Load in Multimedia Learning , 2003 .

[48]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[49]  Eleanor M. Smith,et al.  Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer , 1998 .

[50]  K. E. Barron,et al.  Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation , 2002 .

[51]  Frank M. Pajares,et al.  Self-Efficacy Beliefs in Academic Settings , 1996 .

[52]  C. Dweck.  Self-Theories: Their Role in Motivation, Personality, and Development. Essays in Social Psychology. , 1999 .

[53]  Hitendra K. Pillay,et al.  Cognitive load and mental rotation: structuring orthographic projection for learning and problem solving , 1994 .

[54]  B. Zimmerman.  Attaining self-regulation: A social cognitive perspective. , 2000 .

[55]  Paul R. Pintrich,et al.  Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. , 2001 .

[56]  A. Elliot.  Approach and avoidance motivation and achievement goals , 1999 .

[57]  J. Sweller,et al.  Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions , 2005 .

[58]  Kent J. Crippen,et al.  Considering the Efficacy of Web-based Worked Examples in Introductory Chemistry , 2004 .

[59]  Shirley L. Yu,et al.  The relation between goal orientation and students' motivational beliefs and self-regulated learning , 1996 .

[60]  C. Utman,et al.  Performance Effects of Motivational State: A Meta-Analysis , 1997, Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc.

[61]  J. Meece,et al.  Students' goal orientations and cognitive engagement in classroom activities , 1988 .