Case studies have become a popular vehicle for pre-service teachers to be introduced to the challenges of classroom teaching and participate in hypothetical classroom decision-making. Because of the similarity of case study instruction to those classroom structures proven to influence a student’s adoption of mastery-approach goals, we expected that case study learning would predict educational psychology students’ adoption of these adaptive goals. However, there is limited empirical research on the impact of case study instruction on student’s motivation, particularly for students’ adoption of achievement goals. Therefore, the purpose of this study was to examine the relationships between students’ perceived experiences in case study instruction and each of four achievement goals identified in the goal literature. Since self-efficacy may be another important influence on students’ achievement goals, we also included it as another predictor variable in our regression analyses. Both online and traditional on-campus students are included in this study. While neither performance goal was significantly related to case study instruction for either class format, perceptions of case study instruction predicted online students’ mastery-approach goals and predicted lower rates of mastery-avoidance goals in traditional students. Self-efficacy predicted greater likelihood of mastery-approach goals for traditional students and lower rates of mastery-avoidance goals in both class formats.

案例研究已成为岗前教师了解课堂教学挑战并参与假设的课堂决策的一种流行工具。由于案例研究教学与那些证实会影响学生采用精通方法目标的教室结构的相似性，我们希望案例研究学习能够预测教育心理学专业学生对这些适应性目标的采用。但是，关于案例研究指导对学生动机，尤其是对学生采用成就目标的影响的实证研究很少。因此，本研究的目的是检验学生在案例研究指导中的感知体验与目标文献中确定的四个成就目标之间的关系。由于自我效能感可能是对学生成就目标的另一重要影响，因此我们也将其作为回归分析中的另一个预测变量。这项研究包括在线和传统的在校学生。虽然这两种课程的绩效目标均与案例学习教学均无显着相关，但对案例研究教学的认知可以预测在线学生的掌握目标，而传统学生的避免学习目标的发生率较低。自我效能感预测，在两种课程形式下，传统学生的掌握方法目标的可能性较高，而避免掌握目标的比率较低。这项研究包括在线和传统的在校学生。虽然这两种课程的绩效目标均与案例学习教学均无显着相关，但对案例研究教学的认知可以预测在线学生的掌握目标，而传统学生的避免学习目标的发生率较低。自我效能感预测，在两种课程形式下，传统学生的掌握方法目标的可能性较高，而避免掌握目标的比率较低。这项研究包括在线和传统的在校学生。虽然这两种课程的绩效目标均与案例学习教学均无显着相关，但对案例研究教学的认知可以预测在线学生的掌握目标，而传统学生的避免学习目标的发生率较低。自我效能感预测，在两种课程形式下，传统学生的掌握方法目标的可能性较高，而避免掌握目标的比率较低。