"I learn for a job promotion!": the role of outcome-focused career goals in motivating distance learners to learn. Issue 3 (3rd July 2018)

• Record Type: Journal Article
• Authors: Ng, Clarence
• Is Part Of: Distance education. Volume 39:Issue 3(2018)
• Page Start: 390
• Page End: 410
• Publication Date: 2018-07-03
• Subjects: Motivation -- career -- achievement goals -- learning and achievement; Distance education -- Periodicals; Distance education -- Australia -- Periodicals; 371.3505
• DOI: 10.1080/01587919.2018.1476839
• Languages: English
• ISSNs: 0158-7919

Abstract

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.