The role of achievement goals in completing a course assignment: examining the effects of performance‐approach and multiple goals

Abstract

This study examines the relationship between achievement goals and some important learning‐related variables in the completion of a course assignment. The research on achievement goals is reviewed and two contentious issues—the nature of performance goals and the effects of multiple goals—are highlighted. Three hundred and seventy‐three Chinese distance learners in Hong Kong participated in a mailed survey. A correlation analysis revealed that their mastery goals were adaptive to learning; but, in contrast, work‐avoidance goals were maladaptive to the processes of completing an assignment. A mixed pattern of association was found with performance‐approach goals. Using a median‐split technique, the participants were classified into four different groups of ‘multiple‐goal learners’. MANOVA tests showed that mastery‐focused learners had the most adaptive pattern of learning and engagement in completing the assignment, followed in order by balanced‐goal learners, performance‐focused learners and performance‐anxious learners. The results are discussed in light of achievement goal research conducted using campus‐based students.

Keywords:

• Achievement goals
• Assignment
• Hong Kong Chinese
• Learning
• Motivation

Acknowledgement

The author thanks Professor Ronnie Carr for his editorial advice on an earlier version of this paper.

Additional information

Notes on contributors

Chi‐hung Ng

The results reported in this paper were presented at the ICDE World Conference 2004, Hong Kong.