Abstract:
Resiliency and achievement goal orientations can influence academic achievement and self-regulated learning, but neither has been described in agricultural students. The objective of this study was to characterize both constructs in undergraduate students (n=107; 28 male) enrolled in an introductory agricultural economics course. Students completed 7-point Likert scale goal orientation and resiliency instruments. Non-parametric tests of mean differences evaluated fixed effects of gender and class standing, and relationships among variables were investigated via Spearman rank correlations. Mastery-approach means were greater than those for other forms of goal regulation. Female students scored themselves higher for masteryapproach goals, and freshman rated themselves higher in mastery-approach and mastery-avoidance goals than more advanced students, indicating greater emphasis on learning and achieving intrapersonal measures of success, rather than proving competence relative to peers or external criteria. No effect of gender or class standing on mean resiliency was observed. Resiliency and mastery approach goal orientation were positively and moderately correlated. Attunement of instructors to apparent student resiliency and achievement goalorientation could allow for more learner-centered instruction or identify those potentially at risk for academically self-handicapping behaviors. Further work is needed to investigate relationships between these constructs, academic performance and aspects of self-regulated learning among agricultural
students.
Keywords:
self-regulated learning, learner-centered, motivation
 8_Splan_Dec2011.pdf | [ ] | 300 kB |
