The Effects of Preservice Early Child Teachers' Achievement Goals, Expected Performance, and Perceived Subject Utility on the Learning Performance: Educational Research Methods as Example
Achievement goal is one of the most influential factors which exert effects on learning performance. Former researchers found that most findings related to the effect of performance-approach on learning performance were positive. Few studies indicated the other goals exerted effects on learning performance. Both expected performance and perceived subject utility were also influential factors. However, no studies incorporated six dimensional achievement goals, expected performance, and perceived subject utility together to investigate the effects on learning performance. Fifty-two preservice teachers taking Educational Research Methods consented to participate in this study to investigate the effects of six dimensional achievement goals, expected performance, and perceived subject utility on learning performance. Results showed: (1) After considering the effects of expected performance and perceived subject utility, only task-approach achievement goal showed significant and negative effect on learning performance while the effects of the other goals did not. (2) Both expected performance and perceived subject utility were beneficial for enhancing learning performance.
|關鍵詞||成就目標、表現預期、學科價值覺知、職前教師、achievement goals、expected performance、preservice teachers、subject utility|