The role of self- and social directed goals in a problem-based, collaborative learning context
Tempelaar, DT, Wosnitza, M, Volet, S, Rienties, B, Giesbers, B and Gijselaers, WH (2013) The role of self- and social directed goals in a problem-based, collaborative learning context Higher Education, 66 (2). pp. 253-267.
Available under License : See the attached licence file.
Students' learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students' goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students' goal setting at the one side, and students' performance and group functioning on the other side. © 2013 Springer Science+Business Media Dordrecht.
|Divisions :||Department of Higher Education|
|Date :||August 2013|
|Identification Number :||https://doi.org/10.1007/s10734-012-9602-8|
|Additional Information :||The original publication is available at http://dx.doi.org/10.1007/s10734-012-9602-8|
|Depositing User :||Symplectic Elements|
|Date Deposited :||23 Sep 2013 09:19|
|Last Modified :||23 Sep 2013 20:14|
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