Modeling academic achievement by self-reported versus traced goal orientation

We examined achievement goals measured by self-reports and by traces (behavioral indicators) gathered as undergraduates used software tools to study a multimedia-formatted article. Traces were operationalized by tags participants applied to selections of text and hyperlinks they clicked in the artic...

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Bibliographic Details
Published in:Learning and instruction 2012-12, Vol.22 (6), p.413-419
Main Authors: Zhou, Mingming, Winne, Philip H.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Achievement goal orientation
Computer Software
Correlation
Goal Orientation
Learning Activities
Multimedia Materials
Predictor Variables
Regression (Statistics)
Self-report
Student Behavior
Trace
Undergraduate Students
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Summary:We examined achievement goals measured by self-reports and by traces (behavioral indicators) gathered as undergraduates used software tools to study a multimedia-formatted article. Traces were operationalized by tags participants applied to selections of text and hyperlinks they clicked in the article. Tags and hyperlinks were titled to represent achievement goal orientations. Self-reported goal orientations did not correlate with goals traced as actions. In separate regression models, traces of goal orientations were stronger predictors of achievement than self reports. We suggest future research include traces in studies of achievement goals because traces reflect proximal events that comprise learning activities that can supplement static orientations that are operationally defined to be indifferent to the dynamics of learning activities. ► We contrasted achievement goals measured by self-reports and by traces using a software tool. ► Self-reported goal orientations differed from goals traced in action. ► Traces of goal orientations were stronger predictors of achievement.
ISSN:0959-4752
1873-3263
DOI:10.1016/j.learninstruc.2012.03.004