An Empirical Examination of Goals, Student Approaches to Learning, and Adaptive Outcomes

Abstract

This chapter examines the different structural pathways that explain deep learning, meaningful engagement, and academic achievement for students who are studying via distance (e.g., mastery-approach goal a deep approach to learning). At the same time, the chapter studies the inclination toward engagement of maladaptive practices (e.g., a mastery-avoidance goal a surface approach to learning). A correlational design was employed in the present study to explore a conceptual model of effective learning. First year university students (N = 236) were recruited participating in an online learning study. A path analysis of the data yielded some interesting results for discussion, namely: (i) mastery-avoidance goal a deep approach to learning (-ve association), (ii) a deep approach to learning absorption (+ve association), (iii) absorption academic achievement (+ve association), and (iv) a surface approach to learning academic achievement (-ve association). This empirical evidence, overall, has made significant theoretical contributions, especially in relation to our understanding of students’ learning experiences in academic contexts. A deep approach to learning, for example, is motivational and enables an individual to absorb in his/her academic studies. A surface approach to learning, in contrast, is more dysfunctional, resulting in low academic achievements.