Investigating Stability and Change in Unit-Level Achievement Goals and Their Effects on Math Learning With Intelligent Tutors

• In Event: Roundtable Session 84
  In Roundtable Session: Sources and Consequences of Achievement Goals

Abstract

The purpose of this study was to examine students’ achievement goals for math learning with intelligent tutors. We analyzed 1) the stability and change of students’ achievement goals over time and with respect to task conditions and 2) how these achievement goals related to learning behaviors. Sixty-seven students completed geometry units in an intelligent tutoring system and unit-level achievement goal questionnaires, which were embedded into units. Results indicated that the embedded questionnaires were reliable measures of achievement goals. Unit-level achievement goals were stable at the group level but varied at the individual level. Unit-level achievement goals were significant predictors of learning behaviors including help seeking, accuracy and time on task. Implications for unit-level and embedded measurement are discussed.

Authors

• Matthew L. Bernacki, University of Pittsburgh

• Timothy James Nokes-Malach, University of Pittsburgh

• Vincent Aleven, Carnegie Mellon University