Momentary achievement goal profiles: Associations with instructional activities, interest, and anxiety
Year: 2024
Type: article
Study design: Observational Study
Abstract: Studies have traditionally assessed students’ achievement goals as stable individual orientations, thereby missing moment-to-moment fluctuations across situations. Furthermore, students may pursue more than one goal at a given moment. To capture the dynamic nature of achievement goal pursuit, this study combined real-time assessments and pattern-oriented analyses to identify students' momentary achievement goal profiles. It also examined how these profiles varied across instructional activities and related to students’ task interest and anxiety. A total of 3611 responses were collected from 345 upper secondary school students (aged 16) in a physics module. Using the experience sampling method, this study collected real-time data on students’ achievement goals and affective experiences in various science classroom activities, including teacher-led instruction, individual work, and group work. Latent class analyses revealed three distinct momentary goal profiles: Moderate Multiple Goals, High Multiple Goals, and Moderate Mastery Goals. Most students exhibited changes in their momentary goal profiles during the physics module, highlighting the dynamic nature of these profiles. Individual work increased the likelihood of students adopting the High Multiple Goals profile. Additionally, the High Multiple Goals profile was linked to increased situational interest, whereas the Moderate Mastery Goals profile was associated with reduced anxiety. The findings underscore the value of investigating momentary goal states in addition to stable goal orientations. • Momentary achievement goal profiles were identified using experience sampling data. • Students pursued multiple goals simultaneously in specific classroom activities. • Most students experienced changes in goal profiles during the physics module. • Individual work increased the likelihood of adopting High Multiple Goals. • Momentary achievement goal profiles were linked to task interest and anxiety.
Source: Learning and Instruction
Institution: University of Helsinki
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $4,450
Funders: European Commission, Academy of Finland
Awards: G285882618, Education for the Future, Emotional, cognitive, behavioral and social consequences of climate change for youth development, Learning of the competencies of effective climate change mitigation and adaptation in the education system, Youth Skills, Crafting learning environments to cultivate students' growth mindset
OpenAlex ID: W4403685634