The Role of Goal Orientation and Self-Efficacy in Learning from Web-Based Worked Examples
Kent J. Crippen, Kevin D. Biesinger, University of Nevada Las Vegas, United States ; Krista R. Muis, McGill University, Canada ; Marykay Orgill, University of Nevada Las Vegas, United States
Journal of Interactive Learning Research Volume 20, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The goal of this study was to understand the roles of goal orientation and self-efficacy when learning from worked examples. A Web-based learning environment, used as a component of a traditional undergraduate chemistry course, served as the context for the study. Goal orientations were derived from Elliot and McGregor’s (2001) achievement goals framework. Structural equation modeling was applied to measures of individual goal orientation, self-efficacy, use of online worked examples and achievement (N=176). Results indicate that a mastery-approach orientation was the strongest predictor of achievement, but worked example use and self-efficacy were not related to either of the mastery orientations. For the performance orientations, worked example use was established as an antecedent to self-efficacy and achievement. Results are discussed in terms of goal theory and its application to the design of instructional materials.
Crippen, K.J., Biesinger, K.D., Muis, K.R. & Orgill, M. (2009). The Role of Goal Orientation and Self-Efficacy in Learning from Web-Based Worked Examples. Journal of Interactive Learning Research, 20(4), 385-403. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Matteo Gaeta, Giuseppina Mangione, Francesco Orciuoli & Saverio Salerno, Università degli Studi di Salerno, Italy
Journal of e-Learning and Knowledge Society Vol. 7, No. 2 (May 31, 2011) pp. 69–80
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