Goal setting and goal orientation as predictors of learning satisfaction and online learning behavior in higher education blended courses

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F23%3A00134407" target="_blank" >RIV/00216224:14210/23:00134407 - isvavai.cz</a>
Result on the web
<a href="https://doi.org/10.5817/SP2023-3-2" target="_blank" >https://doi.org/10.5817/SP2023-3-2</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.5817/SP2023-3-2" target="_blank" >10.5817/SP2023-3-2</a>

Result language
angličtina
Original language name
Goal setting and goal orientation as predictors of learning satisfaction and online learning behavior in higher education blended courses
Original language description
This study investigated how goal setting and goal orientation are related to student learning behavior and engagement in an online learning environment, and how learning behavior, goal setting, and goal orientation are related to student satisfaction with the course they are studying. A total of 882 students from 76 different courses participated in this study, which used both self-reported data from a questionnaire and indicators based on digital traces in an online learning environment. The results of multilevel regression analyses showed that student ability to set learning goals (i.e., goal setting) was positively related to both student learning satisfaction and student learning behavior. Intrinsic goal orientation positively predicted student satisfaction with the course. Extrinsic goal orientation did not show a significant effect in any of the observed relationships. The analyzed indicators of student learning behavior showed no statistically significant association with learning satisfaction. Possible explanations for these findings are discussed, and limitations and directions for future research are suggested.
Czech name
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Czech description
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Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project
<a href="/en/project/GA21-08218S" target="_blank" >GA21-08218S: Multimodal learning analytics to study self-regulated learning processes within learning management systems</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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