In this study, we examined the longitudinal reciprocal relationships among mastery goals, autonomous motivation, and motivation instability. In the hierarchical model of motivation, mastery goal for overall course subject learning has been positioned at the contextual level, while autonomous motivation and motivation instability during a specific…

Research on effective teaching and learning shows that when students set and monitor their own learning goals, it significantly narrows achievement gaps. While teacher-written objectives are important for clarity, when these objectives are re-written as personal statements, they evolve from what a teacher needs to teach to what students want to…

Background: Individual achievement goals are influenced by the learning context, such as the classroom. In this social space, social norms emerge and shape motivation and behaviour. Classroom goal structures reflect injunctive norms (what is considered acceptable) and influence individual achievement goals. The role that descriptive norms (what…

Intentional learning consists of the ability to learn how to learn, develop critical self-awareness and exercise full accountability for learning. It is highly effective in producing effective learners in a loosely structured learning environment in line with today's student-centric teaching-learning paradigm. Intentional learning equips students…

Research on engagement in schools as well as research from the Challenge Success-Stanford Survey of School Experiences on how high school students' perceptions of classroom practices correlate with their engagement levels shows that more students are engaged in school when educators emphasize practices that promote learning and mastery. Authors…

Background: Achievement goal theory is a popular motivational theory within education and psychology, with several review papers summarizing the extensive work done in these fields. Although reviews exist in these specific fields, none exists within science, technology, engineering, and mathematics (STEM) education. This is a considerable gap in…

Background: Achievement goal theory is a popular motivational theory within education and psychology, with several review papers summarizing the extensive work done in these fields. Although reviews exist in these specific fields, none exists within science, technology, engineering, and mathematics (STEM) education. This is a considerable gap in…

Guided by the content specificity perspective of motivation, the purpose of the study was to identify the extent to which student motivation level is a function of content variations. Motivation intervention studies were reviewed and categorized into content-focused and motivation-only learning contexts for meta-analysis. Original and calculated…

The advent of open educational resources (OER) has increased access to pedagogical resources that promote the quality of education, but the potential of the OER to transform pedagogical practices is yet to be realized, mainly as a result of a lack of concentration on the policies and practices necessary to support the idea of openness within the…

It has been suggested that self-organized study groups need to regulate their learning at three levels: the self-, the co-, and the socially shared level. Yet, little is known about how individual learner characteristics influence these regulation processes. In this study, we investigate how students' achievement goals are associated with…

Background: Encouraging students to adopt a mastery goal orientation can help increase learning and motivation. However, the effect of mastery goal orientation interventions specifically in upper-division online elective psychology courses has not been studied. Objective: The purpose of this replication study was to examine the effects of a…

The "Teaching Practitioner" program is a key component of the "Merdeka Belajar Kampus Merdeka" (MBKM/Independent Learning Independent Campus) policy, a new educational initiative in Indonesia. This program aims to enhance graduates' competencies, including hard and soft skills, to strengthen their competitiveness in the era of…

The concept of mastery learning was formally identified and explained by Benjamin Bloom and his colleagues in 1968. Since that time, there have been strong supporters (Guskey, 2010; Hunter, 1982; Meece et al., 2006) and critics (Anderson & Burns, 1987; Arlin & Webster, 1983; Slavin, 1987, 1989) of this strategy and the educational…

This study investigates the levels of and associations among academic stress, perceived motivational climate and emotional problems in students at Norwegian upper secondary schools. A structural equation model with a sample of 1379 students (M[subscript age] 16.5 years old) tested the associations between perceived mastery and performance climates…

The standards-based learning and grading movement of the past twenty years has ushered in a critical shift in assessment that demands clarity in both what is being measured and how well students are learning. Seeing the value in this evolution, a wave of schools has invested enormous effort to institutionalize the policy and practices of the…