Goal orientations in Russian university students: from mastery to performance?

Abstract

Research in the UK has shown that students start their university career with the goal of mastering their subject, but this focus shifts as they progress through their degree program. Studies have suggested that unlike students in the UK, Russian students continue to take a strong mastery approach to their work. The main aim of this study was to assess whether the effects observed in UK studies could be found in a Russian context. In a cross‐sectional study, 618 students across four years of a degree program in a Russian university completed an achievement‐goal questionnaire. Results revealed patterns similar to the studies in the UK; Russian students’ levels of mastery were significantly lower after Year 1. The results are discussed in terms of potential changes in Russian culture. Methodological issues relating to the relative failure of some questionnaire items to validate fully within their hypothesised constructs are also discussed.

Keywords:

• goal theory
• motivation
• Russia
• performance avoidance
• construct validity

Notes

1. All other measures failed to reach statistical significance (p < .30). We also ran the analyses for third‐year students vs. fourth‐year students, and found significant reductions in enjoyment (t[234] = 2.51, p < .01, η² = .02) and interest (t[234] = 2.99, p < .005, η² = .02). For all other measures, p > .17.