NDLI: Series: (2007).

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Series: (2007).

Content Provider	CiteSeerX
Abstract	This study examines the relationship between student goal orientation and student satisfaction, academic engagement, and achievement. A variety of studies has shown that the type of goal orientation determines students ’ cognitive and behavioral reactions as well as their educational performance. Using data on 2309 college students from the University of California Undergraduate Experience Survey (UCUES), this study analyzes the relationship between different types of goal orientations and student behavior and academic outcomes. Three questions are addressed in this paper: First, it explores how students can be classified according to their goal orientation. Second, the study examines how multiple achievement goals relate to different socio-demographic characteristics. Third, the relative influence of goal orientation on indices of satisfaction, achievement, and academic engagement among undergraduate students is assessed. The results support the notion that students pursuing both mastery and performance goals are more satisfied with their academic experience, show a higher degree of academic engagement, and achieve better grades than students who pursue a mastery orientation alone or a work-avoidance/ performance orientation. One practical implication of the study of goal orientation is that student
File Format	PDF
Publisher Date	2007-01-01
Access Restriction	Open
Subject Keyword	Goal Orientation Academic Engagement College Student Educational Performance Student Satisfaction Mastery Orientation Different Type Behavioral Reaction Relative Influence Student Goal Orientation Student Behavior Different Socio-demographic Characteristic Work-avoidance Performance Orientation Undergraduate Student Multiple Achievement Goal California Undergraduate Experience Survey Academic Experience Academic Outcome Practical Implication Performance Goal
Content Type	Text

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