Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Assessment of learning goals in university students from the perspective of ‘person-situation interaction’: the Situated Goals Questionnaire (SGQ-U) / Evaluación de las metas de aprendizaje en estudiantes universitarios desde la perspectiva de la ‘interacción persona-situación’: el Cuestionario de Metas Situadas (CMS-U)

Assessment of learning goals in university students from the perspective of ‘person-situation... AbstractAcademic behaviour takes place in a context in which the nature of class activities and interactions can influence the student’s motivation to learn. So, in order to study this influence, it is necessary to assess not only the personal variables that can motivate academic behaviour, but also the degree to which students are sensitive to different situational or task characteristics. In this case, the interaction person-situation is analysed using a new tool, the ‘situated-goal questionnaire’ for university students. Data of 770 students were analysed using confirmatory techniques, as well as Anova and regression techniques. According to results, the questionnaire has good psychometric characteristics. Besides, they showed the effect of the kinds of situation on the degree to which students declare the pursuit of different goals, as suggested by the person/situation interaction model, as well as the validity of both goals and sensitivity to situations for predicting engagement and self-estimated mean grade. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Studies in Psychology: Estudios de Psicología Taylor & Francis

Assessment of learning goals in university students from the perspective of ‘person-situation interaction’: the Situated Goals Questionnaire (SGQ-U) / Evaluación de las metas de aprendizaje en estudiantes universitarios desde la perspectiva de la ‘interacción persona-situación’: el Cuestionario de Metas Situadas (CMS-U)

Download PDF

Assessment of learning goals in university students from the perspective of ‘person-situation interaction’: the Situated Goals Questionnaire (SGQ-U) / Evaluación de las metas de aprendizaje en estudiantes universitarios desde la perspectiva de la ‘interacción persona-situación’: el Cuestionario de Metas Situadas (CMS-U)

Alonso-Tapia, Jesús; Nieto, Carmen; Merino-Tejedor, Enrique; Huertas, Juan A.; Ruiz, Miguel
Studies in Psychology: Estudios de Psicología , Volume 39 (1): 38 – Jan 2, 2018

Abstract

AbstractAcademic behaviour takes place in a context in which the nature of class activities and interactions can influence the student’s motivation to learn. So, in order to study this influence, it is necessary to assess not only the personal variables that can motivate academic behaviour, but also the degree to which students are sensitive to different situational or task characteristics. In this case, the interaction person-situation is analysed using a new tool, the ‘situated-goal questionnaire’ for university students. Data of 770 students were analysed using confirmatory techniques, as well as Anova and regression techniques. According to results, the questionnaire has good psychometric characteristics. Besides, they showed the effect of the kinds of situation on the degree to which students declare the pursuit of different goals, as suggested by the person/situation interaction model, as well as the validity of both goals and sensitivity to situations for predicting engagement and self-estimated mean grade.

Loading next page...
 
/lp/taylor-francis/assessment-of-learning-goals-in-university-students-from-the-GdUyvGMnS0

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
Taylor & Francis
Copyright
© 2018 Fundacion Infancia y Aprendizaje
ISSN
1579-3699
eISSN
0210-9395
DOI
10.1080/02109395.2017.1412707
Publisher site
See Article on Publisher Site

Abstract

AbstractAcademic behaviour takes place in a context in which the nature of class activities and interactions can influence the student’s motivation to learn. So, in order to study this influence, it is necessary to assess not only the personal variables that can motivate academic behaviour, but also the degree to which students are sensitive to different situational or task characteristics. In this case, the interaction person-situation is analysed using a new tool, the ‘situated-goal questionnaire’ for university students. Data of 770 students were analysed using confirmatory techniques, as well as Anova and regression techniques. According to results, the questionnaire has good psychometric characteristics. Besides, they showed the effect of the kinds of situation on the degree to which students declare the pursuit of different goals, as suggested by the person/situation interaction model, as well as the validity of both goals and sensitivity to situations for predicting engagement and self-estimated mean grade.

Journal

Studies in Psychology: Estudios de Psicología – Taylor & Francis

Published: Jan 2, 2018

Keywords: learning goals; motivation; engagement; person-situation interaction; bi-factor model; objetivos de aprendizaje; motivación; compromiso; interacción persona-situación; modelo bifactorial

References

  • Motives, expectancies and value-interests related to learning: The MEVA questionnaire
  • Development and initial validation of the classroom motivational climate questionnaire (CMCQ)
  • On the nature of motivational orientations: Implications of assessed goals and gender differences for motivational goal theory
  • Assessment of learning environment motivational quality from the point of view of secondary and high school learners
  • Coping assessment from the perspective of the person-situation interaction: Development and validation of the Situated Coping Questionnaire for Adults (SCQA)
  • Defining and measuring engagement and learning in Science: Conceptual, theoretical, methodological, and analytical issues
  • Motivational processes affecting learning
  • The hierarchical model of approach-avoidance motivation
  • School engagement: Potential of the concept, state of the evidence
  • Revision of achievement goal theory: Necessary and illuminating
  • Achievement goals and achievement emotions: A meta-analysis
  • A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?
  • The strength of the relation between performance-approach and performance-avoidance goal orientations: Theoretical, methodological, and instructional implications
  • Classroom goal structure, student motivation, and academic achievement
  • Studying triggers for interest and engagement using observational methods
  • The measurement of engagement and burnout: A two sample confirmatory factor analytic approach
  • Performance-approach goal effects on achievement under low versus high challenge conditions
  • Achievement Goal Theory at the crossroads: Old controversies, current challenges, and new directions
  • The challenges of defining and measuring student engagement in science
  • A model for assessing coping and its relation to resilience in adolescence from the perspective of “person–Situation interaction”
  • School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective