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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA21-08218S" target="_blank" >GA21-08218S: Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Studia paedagogica

ISSN

1803-7437

e-ISSN

—

Svazek periodika

28

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

20

Strana od-do

39-58

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85189964989