Background

Encouraging students to adopt a mastery goal orientation can help increase learning and motivation. However, the effect of mastery goal orientation interventions specifically in upper-division online elective psychology courses has not been studied.

Objective

The purpose of this replication study was to examine the effects of a mastery goal intervention on fear of failure, mastery and performance-approach goals, self-efficacy, and academic performance over time.

Method

Fifty-eight students enrolled in an online upper-division educational psychology course were randomly assigned to an experimental or control group. The experimental group engaged in activities that steered them toward a mastery goal orientation, while the control group completed a stress management activity. Outcomes were measured four times during the study.

Results

Contrary to our predictions, there were no significant differences between conditions on any of the outcomes.

Conclusion

Although a mastery adoption intervention has been shown to be effective in prior studies, the current intervention had no impact on students in an upper-level online psychology course.

Teaching Implications

Considering that a mastery goal orientation is consistently linked to adaptive academic outcomes, potentially impactful ways to apply the intervention are discussed.

中文翻译：

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调查干预对促进掌握目标导向的影响

背景

鼓励学生采用掌握目标导向有助于增加学习和动力。然而，尚未研究专门针对高年级在线选修心理学课程的掌握目标定向干预的效果。

客观的

这项重复研究的目的是检查掌握目标干预对失败恐惧、掌握和绩效方法目标、自我效能和学业成绩随时间的影响。

方法

58 名参加在线高年级教育心理学课程的学生被随机分配到实验组或对照组。实验组从事引导他们走向掌握目标导向的活动，而对照组则完成了压力管理活动。在研究期间，结果被测量了四次。

结果

与我们的预测相反，任何结果的条件之间都没有显着差异。

结论

尽管在先前的研究中已经证明掌握采用干预是有效的，但当前的干预对高级在线心理学课程的学生没有影响。

教学意义

考虑到掌握目标导向始终与适应性学术成果相关联，因此讨论了应用干预的潜在影响方式。