By Topic

Achievement goal theory: A framework for implementing group work and open-ended problem solving

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$33 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

2 Author(s)
Casey Canfield ; Franklin W. Olin College of Engineering ; Yevgeniya V. Zastavker

In educational psychology, achievement goal theory (AGT) has emerged as a useful framework for understanding student motivation and performance. This paper uses AGT to examine the effects of curriculum and pedagogy on student and instructor goal orientations in mathematics, physics, and engineering courses in a first-year engineering program. The following questions guide our analysis: (a) How do the existing curricula and pedagogies affect a performance goal orientation development? (b) In which ways do the existing curricula and pedagogies encourage a development of mastery goal orientation? The results of this qualitative study indicate: (1) contention between the instructors' goals and students' experiences of group work and open-ended learning experiences; (2) the negative impact of time pressure on successfully implementing mastery goal-oriented teaching strategies; (3) students' maintenance of a performance goal orientation with high emphasis on grades rather than learning and engagement in work avoidance strategies to minimize work time, despite instructors' efforts to encourage a mastery goal orientation; (4) dependence of student goal orientation on assessment mechanisms (grades) and perceived course “usefulness”. It is argued that AGT may help to frame positive changes in curricula and pedagogy to benefit overall student learning.

Published in:

2010 IEEE Frontiers in Education Conference (FIE)

Date of Conference:

27-30 Oct. 2010