Goal Orientation and Academic Performance in Adult Distance Education

Joyce Neroni*, Celeste Meijs, Ruslan Leontjevas, Paul A. Kirschner, Renate H. M. de Groot

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

7 Citations (Web of Science)

Abstract

Research has shown the importance of goal orientation in predicting academic performance for children, adolescents, and college students in traditional educational settings. Studies on this relationship within adult distance education, however, are lacking. To fill this gap, the present study was conducted to investigate the relationship between goal orientation and academic performance in adult distance learners. A sample of N = 1128 distance university students (age 18-75 years) filled out an online questionnaire. Their exam grades were collected from the files of the Open University of the Netherlands (OUNL). A mixed model regression showed performance approach goal orientation to be a positive predictor of academic performance, whereas performance avoidance and work avoidance were negative predictors of academic performance. Non-significant results were found for mastery approach as well as for mastery avoidance. Implications of these results are discussed.
Original languageEnglish
Pages (from-to)192-208
Number of pages17
JournalInternational Review of Research in Open and Distance Learning
Volume19
Issue number2
DOIs
Publication statusPublished - 1 Apr 2018

Keywords

  • ALOUD study
  • adult distance students
  • achievement goal questionnaire
  • AGQ
  • work avoidance
  • mixed model analysis
  • ACHIEVEMENT GOALS
  • SCHOOL-ACHIEVEMENT
  • MOTIVATION
  • MODEL
  • CONSEQUENCES
  • FRAMEWORK
  • GRADES

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