To master or perform? Exploring relations between achievement goals and conceptual change learning

British Journal of Educational Psychology

Volumn 83, Issue 3, 2013, Pages 431-451

  Ranellucci, John ^a   Muis, Krista R ^a   Duffy, Melissa ^a   Wang, Xihui ^a   Sampasivam, Lavanya ^a   Franco, Gina M ^a  

^a MCGILL UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADULT; ARTICLE; CONCEPT FORMATION; EDUCATION; FEMALE; HUMAN; LEARNING; MALE; MENTAL FUNCTION; MOTIVATION; PHYSICS; PHYSIOLOGY; PSYCHOLOGICAL ASPECT; QUESTIONNAIRE; RECALL; STUDENT; THINKING;

ACHIEVEMENT; ADULT; CONCEPT FORMATION; FEMALE; GOALS; HUMANS; LEARNING; MALE; MENTAL PROCESSES; MENTAL RECALL; MOTIVATION; PHYSICS; QUESTIONNAIRES; STUDENTS; THINKING; YOUNG ADULT;

EID: 84879995975     PISSN: 00070998     EISSN: 20448279     Source Type: Journal    
DOI: 10.1111/j.2044-8279.2012.02072.x     Document Type: Article

References (72)

1. Alexander, P. A. & Sinatra, G. M. (2007). First steps: Scholars' promising movements into a nascent field of inquiry. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Re-framing the problem of conceptual change in learning and instruction (pp. 221-236). The Netherlands : Elsevier.
2. Alvermann, D. E., & Hague, S. A. (1989). Comprehension of counterintuitive science text: Effects of prior knowledge and text structure. Journal of Educational Research, 82, 197-202.
3. Alverman, D. E., & Hynd, C. R. (1989). Effects of prior knowledge activation modes and text structure on nonscience majors' comprehension of physics. Journal of Educational Research, 83, 97-102.
4. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. doi:10.1037/0022-0663.84.3.261
5. Bandalos, D. L., Finney, S. J., & Geske, J. A. (2003). A model of statics performance based on achievement goal theory. Journal of Educational Psychology, 95, 604-616. doi:10.1037/0022-0663.95.3.604
6. Biggs, J. B. (1987). Student approaches to learning Hawthorn, Victoria : Australian Council for Educational Research.
7. Byrne, B. M. (2006). Structural equation modeling with EQS: Basic concepts, applications, and programming (2nd ed.). Mahwah, NJ: Erlbaum.
8. Cacioppo, J. T. & Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42, 116-131. doi:10.1037/0022-3514.42.1.116
9. Chambliss, M. J. (2002). The characteristics of well-designed science textbooks. In J. Otero, J. A. Leon, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 1-15). Mahwah, NJ : LEA Publishers.
10. Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. N. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science (Vol. XV, pp. 129-186). Minneapolis, MN : University of Minnesota Press.
11. Coutinho, S. A, & Neuman, G. (2008). A model of metacognition, achievement goal orientation, learning style and self-efficacy. Learning Environments Research, 11(2), 131-151. doi:10.1007/s10984-008-9042-7
12. Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948-963. doi:10.1037/a0016096
13. Diakidoy, I. N., Kendeou, P., & Ioannides, C. (2003). Reading about energy: The effects of text structure in science learning and conceptual change. Contemporary Educational Psychology, 28, 335-356. doi:10.1016/S0361-476X(02)00039-5
14. diSessa, A. A. (1988). Knowledge in pieces. In G. Forman & P. B. Pufall (Eds.), Constructivism in the computer age (pp. 49-70). Hillsdale, NJ : Erlbaum.
15. diSessa, A. A., Gillespie, N., & Esterly, J. (2004). Coherence vs. fragmentation in the development of the concept of force. Cognitive Science, 28, 843-900. doi:10.1207/s15516709cog2806_1
16. Dole, J. A., & Sinatra, G.M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 109-128. doi:10.1080/00461520.1998.9653294
17. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048. doi:10.1037/0003-066X.41.10.1040
18. Eccles J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA : W. H. Freeman.
19. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232. doi:10.1037/0022-3514.72.1.218
20. Elliot, A. J., & McGregor, H. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-509. doi:10.1037/0022-3514.80.3.501
21. Elliot, A. J. & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628. doi:10.1037/0022-0663.100.3.613
22. Ericsson, K. A., & Simon, H. A. (1993). Protocol Analysis: Verbal reports as data Cambridge, MA : The MIT Press.
23. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109. doi:10.3102/00346543074001059
24. Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 117-159. doi:10.2307/747886
25. Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30, 141-158. doi:10.1119/1.234349
26. Hewitt, P. G. (2002). Touch this! Conceptual physics for everyone Glenview, IL : Pearson Education, Inc.
27. Hoffman, B. & Nadelson, L. (2010). Motivational engagement and video gaming: A mixed methods study. Education Technology Research and Development, 58, 245-270. doi:10.1007/s11423-009-9134-9
28. Hulleman, C. S., Durik, A. M., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100, 398-416. doi:10.1037/0022-0663.100.2.398
29. Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880-895. doi:10.1037/a0019506
30. Hynd, C. (2003). Conceptual change in response to persuasive messages. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change Mahwah, NJ : Lawrence Erlbaum Associates.
31. Kendeou, P., Muis, K. R., & Fulton, S. (2011). Reader and text factors in reading comprehension. Journal of Research in Reading, 34, 365-383. doi:10.1111/j.1467-9817.2010.01436.x
32. Kendeou, P., & Trevors, G. (in press). Quality learning from texts we read: What does it take? In J. R. Kirby & M. J. Lawson (Eds.), Enhancing the quality of learning: Dispositions, instruction, and learning processes
33. Kendeou, P., & van den Broek, P. (2005). The effects of readers' misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97, 235-245. doi:10.1037/0022-0663.97.2.235
34. Kendeou, P., & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35, 1567-1577. doi:10.1037/0022-0663.97.2.235
35. Lau, S., Liem, A. D., & Nie, Y. (2008). Task- and self-related pathways to deep learning: the mediating role of achievement goals, classroom attentiveness, and group participation. The British Journal of Educational Psychology, 78, 639-662. doi:10.1348/000709907x270261
36. Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486-512. doi:10.1016/j.cedpsych.2007.08.00
37. Linnenbrink, E. A., & Pintrich, P. R. (2002). The role of motivational beliefs in conceptual change. In M. Limón, & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 115-135) Netherlands : Kluwer Academic Publishers.
38. Linnenbrink, E. A. & Pintrich, P. R. (2003). Achievement goals and intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 347-374). Mahwah, New Jersey : Lawrence Erlbaum.
39. Maria, K. & MacGinitie, W. (1987). Learning from texts that refute the reader's prior knowledge. Reading Research and Instruction, 26, 222-238. doi:10.1080/19388078709557912
40. Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100, 291-309. doi:10.1037/0022-0663.100.2.291
41. Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718. doi:10.1037/0022-0663.89.4.710
42. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS) Ann Arbor, MI : University of Michigan.
43. Muis, K. R., Winne, P. H., & Jamieson-Noel, D. L. (2007). Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories. British Journal of Educational Psychology, 77, 177-195. doi:10.1348/000709905X90876
44. Murphy, P. K. & Mason, L. (2006). Changing knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 305-324). Mahwah, NJ : Lawrence Erlbaum.
45. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115-135. doi:10.1037/a0013383
46. Phan, H. P. (2009). Relations between goals, self-efficacy, critical thinking and deep processing strategies: A path analysis. Educational Psychology, 29(7), 777-799. doi:10.1080/01443410903289423
47. Piaget, J. (1974). Understanding causality New York : W. W. Norton.
48. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555. doi:10.1037/0022-0663.92.3.544
49. Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319-337. doi:10.1016/j.ijer.2004.06.002
50. Pintrich, P. R. & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes (Vol. 7, pp. 371-402). Greenwich, CT : JAI.
51. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-200. doi:10.1177/0013164493053003024
52. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227. doi: 10.1002/sce.3730660207
53. Preacher, K. J. & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891. doi:10.3758/BRM.40.3.879
54. Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C. (2009). Motivation, learning, and transformative experience: A study of deep engagement in science. Science Education, 94, 1-28. doi:10.1002/sce.20344
55. Senko, C., Hulleman, C., & Harackiewicz, J. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46, 26-47. doi:10.1080/00461520.2011.538646
56. Senko, C. & Miles, K. M. (2008). Pursuing their own learning agenda: How mastery-oriented students jeopardize their class performance. Contemporary Educational Psychology, 33, 561-583. doi:10.1016/j.cedpsych.2007.12.001
57. Sinatra, G. M. (2005). The "warming trend" in conceptual change research: The legacy of Paul R. Pintrich. Educational Psychologist, 40, 107-115. doi:s10.1207/s15326985ep4002_5
58. Sinatra, G. M., & Mason, L. (2008). Beyond knowledge: Learner characteristics influencing conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 560-582). New York, NY : Routledge.
59. Stathopoulou, C., & Vosniadou, S. (2007). Conceptual change in physics and physics-related epistemological beliefs: A relationship under scrutiny. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction (pp. 145-163). Oxford, UK : Elsevier.
60. Strike, K.A. & Posner, G.J. (1983). On rationality and learning: A reply to West and Pines. Science Education, 67, 41-43. doi:10.1002/sce.3730670107
61. Taasoobshirazi, G. & Sinatra, G. M. (2011). A structural equation model of conceptual change in physics. Journal of Research in Science Education, 48, 901-918. doi:10.1002/tea.20434
62. Treagust, D. F. & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological and practical challenges for science. Cultural Studies of Science Education, 3, 297-328. doi:10.1007/s11422-008-9090-4
63. van den Broek, P., & Kendeou, P. (2008). Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22, 335-351. doi:10.1002/acp.1418
64. Vosniadou, S. (1999). Preface. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New Perspectives on conceptual change (pp. xiii-xxiv). Amsterdam : Pergamon.
65. Vosniadou, S. (2003). Exploring the relationships between conceptual change and intentional learning. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 377-406). Mahwah, NJ : Lawrence Erlbaum.
66. Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42, 55-66. doi:10.1080/00461520709336918
67. Vosniadou, S., (Ed.) (2008). International handbook of research on conceptual change New York : Routeledge/Taylor & Francis Group.
68. Vosniadou, S. & Brewer, W. F. (1987). Theories of knowledge restructuring in development. Review of Educational Research, 57, 51-67. doi:10.3102/00346543057001051
69. Winne, P. H. (1982). Minimizing the black box problem to enhance the validity of theories about instructional effects. Instructional Science, 11, 13-28. doi:10.1007/BF00120978
70. Winne, P. H., Jamieson-Noel, D. L., & Muis, K. R. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: New directions in measures and methods (Vol. 12, pp. 121-155). Greenwich, CT : JAI Press.
71. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). Orlando, FL : Academic Press.
72. Wigfield, A, & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. doi:10.1006/ceps.1999.1015