Sims, S;
Outhwaite, L;
Bennett, S;
(2020)
Using 'approach goals' to increase student motivation for independent study: a randomised controlled field trial.
Centre for Education Policy and Equalising Opportunity, UCL Institute of Education: London, UK.
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Abstract
Motivation has an important influence on the extent to which students engage in study. Reported here is a large-scale randomised controlled trial comparing the effect of Mastery-Approach (MAp) goals, which focus on development of task mastery, and Performance-Approach (PAp) goals, which focus on demonstration of competence. The achievement goals were embedded within an online learning platform for students aged 16-18 years in England. In a sample of 1,791 students, intention to treat analysis showed students randomly allocated to receive the MAp goals (treatment group 1) engaged in more effortful learning activities on the platform, compared to students assigned to receive the PAp goals (treatment group 2) or no achievement goal messages (control group). The PAp messages had no significant impact on student effort. The research addresses a need for more ecologically valid causal evidence on achievement goal theory and has direct implications for educators managing remote learning.
| Type: | Working / discussion paper |
|---|---|
| Title: | Using 'approach goals' to increase student motivation for independent study: a randomised controlled field trial |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ucl.ac.uk/ioe/departments-and-centres/... |
| Language: | English |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10127649 |
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