The achievement goal framework describes student motivations based on their perceptions of evaluating competence. The framework describes goal orientations as task-based, evaluating the successful completion of the task; self-based, framing performance relative to past performance; and other-based, rating performance relative to the performance of others. This presentation describes an exploration of general chemistry students’ goal orientations as measured using the 3X2 Achievement Goal Questionnaire and the relationship of these orientations to academic success. On average, students rated task-based and self-based orientations higher than other-based orientations and cluster analysis showed that task-based and self-based orientations moved concurrently for a majority of students. The task-based orientation positively related to academic performance, the self-based orientation had a negative relationship with academic performance and students who report low scores across all three orientations exhibit lower academic performance. Preliminary evidence shows active learning may promote a task-based orientation offering a potential path where instructional techniques promote a positive student affect that has been related to academic performance.

Goal orientations of general chemistry students via the achievement goal framework

2019 Spring National Meeting

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