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ERIC Number: EJ1358664
Record Type: Journal
Publication Date: 2023-Jan
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: EISSN-1532-8023
Investigating the Impact of an Intervention to Promote Mastery Goal Orientation
Edwards, Ordene V.; Ray, Herman G.; Granger, Marion
Teaching of Psychology, v50 n1 p6-13 Jan 2023
Background: Encouraging students to adopt a mastery goal orientation can help increase learning and motivation. However, the effect of mastery goal orientation interventions specifically in upper-division online elective psychology courses has not been studied. Objective: The purpose of this replication study was to examine the effects of a mastery goal intervention on fear of failure, mastery and performance-approach goals, self-efficacy, and academic performance over time. Method: Fifty-eight students enrolled in an online upper-division educational psychology course were randomly assigned to an experimental or control group. The experimental group engaged in activities that steered them toward a mastery goal orientation, while the control group completed a stress management activity. Outcomes were measured four times during the study. Results: Contrary to our predictions, there were no significant differences between conditions on any of the outcomes. Conclusion: Although a mastery adoption intervention has been shown to be effective in prior studies, the current intervention had no impact on students in an upper-level online psychology course. Teaching Implications: Considering that a mastery goal orientation is consistently linked to adaptive academic outcomes, potentially impactful ways to apply the intervention are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey; Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A