“I learn for a job promotion!”: the role of outcome-focused career goals in motivating distance learners to learn

ABSTRACT

Outcome-focused career goals are concerned about studying for tangible career benefits. To what extent do these goals motivate distance learners to learn? Using a mixed-method design, Study 1 found that career-focused learners, when compared with noncareer-focused counterparts, had a propensity to endorse outcome-focused career goals, use surface strategies, value their learning, and achieve better course results. Interview findings showed that career-focused learners used a strategic approach to ensure the timely completion of tasks and examination preparation. Study 2 located two groups of career-focused learners (autonomous and controlled) who endorsed outcome-focused career goals, alongside a noncareer-focused group. MANOVA analyses found that autonomous and noncareer-focused learners had engaged learning patterns. Although controlled learners were less engaged in learning, they achieved better results. It was concluded that outcome-focused career goals are significant sources of motivation for distance learners, despite being extrinsic to learning.

KEYWORDS:

• Motivation
• career
• achievement goals
• learning and achievement

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Clarence Ng

Clarence Ng is associate professor and director of the learning and learners research concentration at the Learning Sciences Institute Australia, Australian Catholic University. Previous appointments include senior lecturer at Griffith University and assistant professor at the Open University of Hong Kong. His current research areas include reading engagement, academic aspiration, motivation, learning engagement and pedagogy.