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The role of self- and social directed goals in a problem-based, collaborative learning context |
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| Authors: | Dirk T Tempelaar Marold Wosnitza Simone Volet Bart Rienties Bas Giesbers Wim H Gijselaers |
| Institution: | 1. Department of Quantitative Economics, Maastricht University School of Business and Economics, P.O. Box 616, 6200 MD, Maastricht, The Netherlands 2. Institute for Education, RWTH Aachen University, Aachen, Germany 3. School of Education, Murdoch University, Perth, WA, Australia 4. Centre for Educational and Academic Development, University of Surrey, Surrey, UK 5. Department of Educational Research and Development, Maastricht University School of Business and Economics, Maastricht, The Netherlands |
| Abstract: | Students’ learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students’ goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students’ goal setting at the one side, and students’ performance and group functioning on the other side. |
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