Achievement Goals, Behavioral Engagement, and Achievement in a Flipped Undergraduate Anatomy Course

• In Event: Examining Flipped Classroom Learning Environments

Abstract

The present study examines the relation among achievement goals, behavioral engagement, and academic achievement in a flipped undergraduate anatomy and physiology course. Students’ (N = 278) achievement goals were reported at the beginning of the semester, out-of-class online video lecture views and in-class clicker use were assessed throughout the semester, and final course grades were collected at the end of the semester. Results indicated that work-avoidance goals predicted behavioral engagement outcomes, which in turn predicted academic achievement, and that work-avoidance and mastery-avoidance goals predicted unique longitudinal patterns of behavioral engagement throughout the semester. Results highlight the importance of work-avoidance goals, instructional context, and measurement in flipped classrooms.

Authors

• John Ranellucci, Michigan State University

• Joshua Michael Rosenberg, Michigan State University

• Hannah Klautke, Michigan State University

• Kristy Amber Robinson, Michigan State University

• William Saltarelli, Central Michigan University

• Lisa Linnenbrink-Garcia, Michigan State University

• Cary J. Roseth, Michigan State University