The Achievement Goal Framework describes students’ goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success in a range of educational settings, but have not been used in post-secondary chemistry. This study describes the goal orientations of General Chemistry students and explores the relationship of goal orientations to success in the course. On average, students report higher task and self orientations than other orientation. Task orientation had a positive relationship with exam performance and self orientation had a negative relationship with exam performance. Clustering students showed that for the majority of students task and self orientations moved concurrently and students with low preference across the three orientations also performed lowest on exams. Finally, students in classes using Flipped-Peer Led Team Learning, a pedagogy designed to bring active learning to a large lecture class, showed higher task orientation than those in classes with lecture-based instruction.

中文翻译：

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通过成就目标框架 对普通化学专业学生的目标定向

成就目标框架将学生的目标方向描述为：基于任务，专注于成功完成任务；以自我为基础，相对于自己过去的表现来评估表现；或基于其他方面的评估，相对于其他方面的绩效进行评估。目标取向已被用来解释学生在一系列教育环境中的成功，但未在大专化学中使用。这项研究描述了普通化学学生的目标取向，并探讨了目标取向与课程成功之间的关系。平均而言，学生报告的任务和自我取向要高于其他取向。任务导向与考试成绩呈正相关，自我导向与考试成绩呈负相关。聚类学生显示，对于大多数学生而言，任务和自我取向同时发生变化，并且在这三个取向上偏低的学生的考试成绩也最低。最后，使用“翻转同伴领导的团队学习”（一种旨在将主动学习带入大型演讲班的教学法）的班级学生，比以演讲为基础的班级班级的学生具有更高的任务导向性。