Students’ goal orientations and learning strategies in a powerful learning environment : a case study

M. Koopman; A.W.E.A. Bakx; D. Beijaard

doi:10.1016/j.stueduc.2014.07.003

Students’ goal orientations and learning strategies in a powerful learning environment : a case study

M. Koopman, A.W.E.A. Bakx, D. Beijaard

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Abstract

In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students’ intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is to gain insight into the relation between learning environment characteristics and students’ goal orientations and learning strategies, by means of a case study of one innovative school. Ten lesson observations were carried out. Students (n=138) filled out questionnaires about their learning preferences. Results showed that characteristics of powerful learning environments were present. Students showed relatively strong preferences for mastery goals and had equal preferences for deep and surface cognitive learning strategies. Preferences for self-direction of meta-cognitive strategies were rather low.

Original language	English
Pages (from-to)	186-196
Number of pages	11
Journal	Studies in Educational Evaluation
Volume	43
DOIs	https://doi.org/10.1016/j.stueduc.2014.07.003
Publication status	Published - 2014

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10.1016/j.stueduc.2014.07.003

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title = "Students{\textquoteright} goal orientations and learning strategies in a powerful learning environment : a case study",

abstract = "In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students{\textquoteright} intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is to gain insight into the relation between learning environment characteristics and students{\textquoteright} goal orientations and learning strategies, by means of a case study of one innovative school. Ten lesson observations were carried out. Students (n=138) filled out questionnaires about their learning preferences. Results showed that characteristics of powerful learning environments were present. Students showed relatively strong preferences for mastery goals and had equal preferences for deep and surface cognitive learning strategies. Preferences for self-direction of meta-cognitive strategies were rather low.",

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AU - Beijaard, D.

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AB - In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students’ intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is to gain insight into the relation between learning environment characteristics and students’ goal orientations and learning strategies, by means of a case study of one innovative school. Ten lesson observations were carried out. Students (n=138) filled out questionnaires about their learning preferences. Results showed that characteristics of powerful learning environments were present. Students showed relatively strong preferences for mastery goals and had equal preferences for deep and surface cognitive learning strategies. Preferences for self-direction of meta-cognitive strategies were rather low.

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JO - Studies in Educational Evaluation

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Students’ goal orientations and learning strategies in a powerful learning environment : a case study

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