Achievement motivation researchers have currently regarded achievement goal orientations as prominent determinants of students' motivation or achievement behaviour. Distinctions were made between two contrasting achievement goals, namely: learning goals in which individuals tend to increase one's mastery of new tasks and competence; and performance goals, where individuals seek to maintain positive judgment by trying to prove their competence. Some converging, though not conclusive evidences suggested that Chinese students are effort and mastery oriented and they emphasise more on learning rather than outperforming others. It has been argued by Dweck (1986) and Nicholls (1989) that a learning orientation is more desirable than concentrating on outperforming others (performance goal orientation). The present study explored the issue by examining how the achievement goal orientations were related to students' learning motive and strategies ie. whether the more adaptive learning goal was related to the more desirable deep approach to studying. A structural model relating the concerned constructs was hypothesised and tested. The substantiated model would certainly implicate that curricula, which could cultivate and optimise students' learning goal and deep approaches, should be emphasised and advocated. Copyright © 1999 Australian Curriculum Studies Association Inc.
|Title of host publication||The ACSA 1999 Collection: Conference papers: Framing the future|
|Editors||Australian Curriculum Studies Association|
|Place of Publication||Deakin West, Australian Capital Territory|
|Publisher||Australian Curriculum Studies Association|
|Publication status||Published - 1999|