Information Technology Reference
In-Depth Information
approach goals play a positive role in academic performance (Pintrich, 2003).
Previous studies have found, similar to the present results (Harackiewicz, Barron,
Tauer, & Elliot, 2002: Harackiewicz, Barron, Tauer, Carter, & Elliot, 2000), that in
studies with college students, mastery goals did not predict course grades, but rather
predicted increased interest, enjoyment, and course-taking (in psychology courses).
While these variables were not measured in this study, future studies should consider
adding them as important mediators.
This study was also consistent with findings in the achievement goal litera-
ture that students who support mastery goals are more likely to use deep-level
strategies such as elaboration and organization than students who support perfor-
mance goals (Fredricks et al., 2004; Patrick et al., 2007; Ross et al., 2002; Wolters
et al., 1996). A great deal of research, as Patrick et al. (2007) point out, has doc-
umented that mastery goals are connected with students' use of cognitive and
self-regulatory strategies. Yet it is puzzling why these factors did not exhibit stronger
effects on achievement for either group. A more significant and stronger (nega-
tive) relationship to achievement was found for worry, the cognitive component
of stress and anxiety, consistent with the work in this area (Zeidner & Matthews,
2005).
This study is one of the few studies which have investigated sociocultural-,
learning-, and motivation-related factors with college-aged Latino students. Because
relatively little work has been done with ethnic differences among college-level
students' approach to learning, this study contributes to the knowledge that
aims to describe the relationships among those aspects of learning students have
already obtained in a given domain, those aspects that are still being developed,
and those where students need further support. Rather than exclusively focus-
ing on programs which rely on social and academic integration or financial aid,
colleges should continue investigating the sociocultural, motivational, and learn-
ing aspects of academic achievement, addressing issues of students' different
approaches to learning and how these can be bolstered both prior to and after
students arrive on campus. Few faculty members in college teaching positions
receive educational experiences which provide the knowledge to consider these
factors in their classroom instruction. This is increasingly important, however,
as college campuses experience both increasing diversity as well as continued
pressure for accountability and student learning outcomes. Drawing upon studies
such as this, institutions of higher education should be able to establish profes-
sional development programs in order to train faculty at all levels in motivational
principles and learning strategies methods which are appropriate to the needs
of at-risk students, informed by possible between-group as well as individual
differences.
Acknowledgments
The work reported herein was supported under US Department of Education
Award Number R305C80015. The work was also supported by the Office of Naval Research under
Award Number N000140810126. The findings and opinions expressed in this report do not neces-
sarily reflect the positions or policies of the US Department of Education or the Office of Naval
Research.
