Do Learners' Used Learning Strategies and Achievement Depend on the "What" of Achievement Goals, the "Why," or Both?

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-18 - Advances in Achievement Goal Research

Abstract

Recently, achievement goals have been defined as aims (the “what”), thereby opening the door for the systematic study of reasons (the “why”) underlying achievement goals. Grounded in Self-Determination Theory, we distinguished between autonomous and controlled reasons for pursuing achievement-goals. The purpose of the current study among Peruvian university students (N=223) was to examine if these reasons would matter above and beyond the achievement goals themselves in predicting various outcomes associated with different learning phases (i.e. preparation, learning, and test phase). Hierarchical linear regression analyses provided evidence for the incorporation of these reasons. Overall, above and beyond the contribution of learners’ achievement goals themselves, autonomously regulated achievement goals yielded more beneficial outcomes compared to controlled regulated achievement goals.

Authors

• Lennia Matos, The Pontifical Catholic University of Peru

• Maarten Vansteenkiste, University of Leuven