Predicting gainful learning in Higher Education; a goal-orientation approach. Issue 1 (1st January 2018)

• Record Type: Journal Article
• Authors: Forsythe, A.; Jellicoe, M.
• Is Part Of: Higher education pedagogies. Volume 3:Issue 1(2018)
• Page Start: 103
• Page End: 117
• Publication Date: 2018-01-01
• Subjects: Learning gain -- behavioural anchored rating scales -- mindset -- goal-orientation; Education, Higher -- Aims and objectives -- Periodicals; College teaching -- Philosophy -- Periodicals; College teachers -- Professional ethics -- Periodicals; 378.001
• DOI: 10.1080/23752696.2018.1435298
• Languages: English
• ISSNs: 2375-2696

Abstract

Abstract: We present data that may not only provide direction to those who are interested in developing a measure of learning gain, but also provide a route for those wishing to directly enhance student performance through gainful learning. Richardson found that student performance showed moderate correlations with only three self-regulatory variables academic self-efficacy, grade goal and effort regulation. We examine how student self-regulatory behaviours and predict these predict feedback engagement and behavioural change. Data provide converging evidence suggesting that mastery approach goal orientations, challenging interventions from feedback, and motivational intentions are essential personal constructs linked to behavioural change. These tentative findings support the suggestion that measures of gainful learning could be operationalised as 'self-reported behaviours that suggest the productive acquisition of beneficial skills, knowledge and attitudes through study and experience'. Evidence is also offered indicating that more research is necessary to understand the measurement of mindset.