Exploring the Relationships of Achievement Goals, Help-Seeking Types, and Academic Performance in Online Learning

• In Event: Poster Session 9
  In Poster Session: Motivation, Engagement, and Identity

Abstract

This study examined the relationships among achievement goals, types of help-seeking, and academic performance based on survey responses from 305 online students comparing two achievement goal models. Path analyses show a good model fit for both the 2 × 2 and the 3 × 2 achievement goal framework. Nevertheless, the two models revealed different paths from achievement goals to online help-seeking types, suggesting different achievement goals predict different help-seeking types and confirming previous results about the conceptual distinction of the two achievement goal models. No significant path was found between online help-seeking and academic performance. Our findings suggested the detrimental effects of performance-based goals on help-seeking types in online classes. Theoretical and pedagogical implications for online learning are discussed.

Authors

• Li Cao, The University of West Georgia

• Yan Yang, The University of West Georgia