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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.
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]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Examining Self-Directed and Teacher-Directed Learning's Impact on Achievement Goals and Learning Strategies.
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  Data: <searchLink fieldCode="AR" term="%22Schweder%2C+Sabine%22">Schweder, Sabine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Grahl%2C+Lia%22">Grahl, Lia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Raufelder%2C+Diana%22">Raufelder, Diana</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2026, Vol. 94 Issue 2, p321-346. 26p.
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  Data: <searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/00220973.2025.2459382
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      – Code: eng
        Text: English
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        PageCount: 26
        StartPage: 321
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      – SubjectFull: Goal (Psychology)
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Student-centered learning
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Autodidacticism
        Type: general
    Titles:
      – TitleFull: Examining Self-Directed and Teacher-Directed Learning's Impact on Achievement Goals and Learning Strategies.
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            NameFull: Schweder, Sabine
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            NameFull: Grahl, Lia
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            – D: 01
              M: 04
              Text: 2026
              Type: published
              Y: 2026
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