Students' conception of learning and learning behavior from multiple-goals perspective

Abstract

The purpose of this study was to examine the conception of learning and learning behavior for each goal orientation type from the multiple-goals perspective and to clarify the characteristics of each type. Questionnaires were conducted with fourth-year undergraduate students, and responses for 340 students were analyzed. We created four goal orientation types based on goal orientation combinations: <Low-goals>, <High-goals>, <High-Performance-Avoidance-goal>,and <High-Learning-goal> and examined conception of learning and learning behavior of each type. As a result, it was suggested that conception of learning and learning behavior differ depending on goal orientation type. <High-goals> tended to have multiple conceptions of learning, <High-Learning-goals> tended to have Active conception of learning, and <Low-goals type> and <High-Performance-Avoidance-goals> tended to have Passive conception of learning. It has been shown that the perception and learning behavior of <High-goals type> and <High-Leaning-goal type> are similar, we showed that these two types of the conception of learning are different and clarified the characteristics of each type.