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Korean Journal of General Education 2014;8(1):217-248.
Published online February 28, 2014.
An Analysis of Changes in Students’ Achievement Goals in a Large-Scale General Education Class
Tae Seob Shin
대형 강의식 교양강좌 수강생의 학습동기 변화 연구
Motivation to learning plays an important role in college students’ learning. Among many motivational constructs, achievement goals, objects or outcomes that college students pursue, are strongly associated with various aspects of learning. This study examines the changeability of college students’ achievement goals in a large-scale general education class by applying a 3 X 2 achievement goal model. A total of 158 college students enrolled in an introductory psychology course completed the same achievement goal surveys at three different time points (i.e., beginning, middle, & end of semester). At the end of semester, an extra survey that measured students’ perceptions of classroom goal structure was conducted. Results are as follows: First, the result of differential continuity (correlational analysis) suggests that six sub-scales of achievement goals were relatively stable. This implies that six achievement goals are stable as psychological constructs. Second, the result of mean-level change analysis (dependent samples t tests) suggests that task approach, self approach, self avoidance goals increased over the semester. This result shows that as a group, students enrolled in the introductory psychology course reported changes in goal intensity of each achievement goal throughout the semester. Third, the result of individual-level change analysis (RCI) provides evidence that students’ achievement goals change over time. This finding suggests that individual students reported changes in their goal intensity of each achievement goal throughout the semester. Finally, there were moderate to strong correlations between six achievement goals and three sub-scales of classroom goal structures. This study showed that students enrolled in a large-scale general education class change their achievement goals over time. This study also highlights the importance of providing positive classroom goal structures that can promote mastery goals of college students.
Key Words: 3 X 2 성취목표모형, Achievement Motivation, Achievement Goal Theory, Classroom Goal Structure, 3 X 2 Achievement Goal Model, Changes in Motivation


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