Examining Self-Directed and Teacher-Directed Learning's Impact on Achievement Goals and Learning Strategies.
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| Title: | Examining Self-Directed and Teacher-Directed Learning's Impact on Achievement Goals and Learning Strategies. |
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| Authors: | Schweder, Sabine (AUTHOR), Grahl, Lia (AUTHOR), Raufelder, Diana (AUTHOR) |
| Source: | Journal of Experimental Education. 2026, Vol. 94 Issue 2, p321-346. 26p. |
| Subjects: | Goal (Psychology), Motivation (Psychology), Learning strategies, Student-centered learning, Longitudinal method, Autodidacticism |
| Abstract: | This study investigates the development of achievement goals and learning strategies by analyzing their relationships with achievement, age, gender, and the interplay between deep- and surface-learning strategies across instructional environments. Conducted in schools integrating self-directed learning (SDL) intervals, it explores how these changes affect students' achievement goals and cognition. SDL fosters autonomy, positions teachers as facilitators, and addresses challenges like weak SDL skills and declining motivation in teacher-directed instruction (TDI). Longitudinal data from 754 students (M age = 13.56 years, SD = 1.2; 49.7% female) were analyzed using latent change score models. Findings show SDL enhances mastery goals and deep-learning strategies while reducing performance-avoidance goals and surface-learning. This study underscores the importance of structured SDL and TDI alternations in optimizing motivation and learning. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study investigates the development of achievement goals and learning strategies by analyzing their relationships with achievement, age, gender, and the interplay between deep- and surface-learning strategies across instructional environments. Conducted in schools integrating self-directed learning (SDL) intervals, it explores how these changes affect students' achievement goals and cognition. SDL fosters autonomy, positions teachers as facilitators, and addresses challenges like weak SDL skills and declining motivation in teacher-directed instruction (TDI). Longitudinal data from 754 students (M age = 13.56 years, SD = 1.2; 49.7% female) were analyzed using latent change score models. Findings show SDL enhances mastery goals and deep-learning strategies while reducing performance-avoidance goals and surface-learning. This study underscores the importance of structured SDL and TDI alternations in optimizing motivation and learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220973 |
| DOI: | 10.1080/00220973.2025.2459382 |
