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Do undergraduates' motives for studying change as they progress through their degrees ?

Lieberman, D. A. and Remedios, R. (2006) 'Do undergraduates' motives for studying change as they progress through their degrees ?', British journal of educational psychology., 77 (2). pp. 379-395.

Abstract

Background Research has suggested that students can approach their studies with different goals, one goal being to understand material (mastery) and another to obtain better grades than others (performance). Aim The main aim of this study was to assess whether these goals change as students progress through their degrees. Sample 1857 students at a Scottish university. Methods Students were asked to complete a questionnaire as they waited to register for their courses. The questionnaire was based on an achievement motivation questionnaire developed by Elliot and McGregor (2001) to assess students' mastery and performance goals; there were also questions on students' expectations about their courses.ResultsStudents in years 2, 3 and 4 were substantially less likely to want to master their subjects than students in year 1. They were also more concerned with grades and less likely to expect to enjoy their courses. Conclusion The decline in students' motivation to master their subjects raises potentially important questions about whether pressures for grades undermine students' interest in their studies.

Item Type:Article
Additional Information:
Keywords:Motivation, Goals, Performance, Mastery, Achievement, Grades.
Full text:Full text not available from this repository.
Publisher Web site:http://dx.doi.org/10.1348/000709906X157772
Record Created:07 Jun 2007
Last Modified:08 Apr 2009 16:26

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