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The aim of this study was to examine the effects of quasi-experimental goal conditions (mastery, performance-approach, combined mastery/performance-approach) on expository text learning task motivation, emotions, and achievement in a sample… Click to show full abstract
The aim of this study was to examine the effects of quasi-experimental goal conditions (mastery, performance-approach, combined mastery/performance-approach) on expository text learning task motivation, emotions, and achievement in a sample of students displaying the average all goal orientations profile. Participants were 143 Croatian high school students. Results revealed that the assignment of multiple mastery/performance-approach goals exerted the most adaptive pattern of results across the examined task-related outcomes. Implications for educational research and practice are discussed.
Journal Title: Learning and Individual Differences
Year Published: 2017
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