The differential effects of the learning environment on student achievement motivation: frontal versus complex instruction strategies

Based on the postulates of 'achievement goal theory', the present study compared the effectiveness of two instructional strategies: frontal instruction (FIS) and complex instruction (CIS), in promoting mastery goal orientation and adaptive motivational patterns. Three motivational variable...

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Bibliographic Details
Published in:מגמות 2008-04, Vol.45 (3), p.531-554
Main Authors: Ben-Ari, Rachel, Eliassy, Liat
Format: Article
Language:Hebrew
Subjects:
Academic achievement
Behavioural sciences
Comparative analysis
Human behaviour
Learning
Motivation
Pedagogy
Perception
Questionnaires
Science and technology
Students
Teaching methods
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Summary:Based on the postulates of 'achievement goal theory', the present study compared the effectiveness of two instructional strategies: frontal instruction (FIS) and complex instruction (CIS), in promoting mastery goal orientation and adaptive motivational patterns. Three motivational variables: the perception of the learning environment goal structure, personal goal orientation, and achievement motivation patterns, were assessed by means of three separate questionnaires administered to 267 sixth-grade students from five CIS and five FIS classes. Overall, the results supported our hypothesis that the two strategies had differential effects on each of the three motivational variables, as well as on the relationship between them. The results provide further evidence of contextual effects on achievement motivation.
ISSN:0025-8679