Abstract

In their pursuit of student engagement and achievement, educational institutes have increasingly been implementing student-centred approaches to learning with collaborative learning. In this study, we assessed the (mis)match effects of personal and group members’ achievement goals on student engagement and performance. Students (N = 266) from 36 different groups rated their achievement goals, their group members’ achievement goals, and their engagement for a course. Their exam performance was also included in the analysis. The results of the polynomial regression analyses indicated that both the degree of the compatibility and the direction of the incompatibility in mastery goals related to engagement, while only the degree in incompatibility in mastery goals related to performance. Conversely, neither the compatibility nor the incompatibility in performance goals related to engagement or performance. The results show the importance of examining the interplay between students’ and their group members’ achievement goals for student outcomes in a collaborative learning environment.

摘要

为了追求学生的参与度和成就，教育机构越来越多地采用以学生为中心的协作学习方法。在这项研究中，我们评估了个人和小组成员的成就目标对学生敬业度和表现的（不匹配）影响。学生（N = 266）来自36个不同的小组，对他们的成就目标，小组成员的成就目标以及他们对课程的投入进行了评分。他们的考试成绩也包括在分析中。多项式回归分析的结果表明，精通目标的兼容程度和不兼容的方向都与参与有关，而精通目标的不兼容程度仅与绩效有关。相反，绩效目标的兼容性和不兼容性都与参与度或绩效无关。结果表明，在协作学习环境中，检查学生及其小组成员的成就目标之间的相互影响对于学生成果的重要性。