A Meta Analysis Of Student Engagement And Goal Orientation

• Main Authors: Xie, Binghong, 謝秉弘
• Other Authors: Chang, Dian-fu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/07960385541006326235

碩士 === 國立暨南國際大學 === 教育政策與行政學系 === 100 === Student engagement has been studied internationally and the issues concerning goal orientation also draws researchers’ attention in educational psychology domain. However the relationship between student engagement and goal orientaion , demonstrates different results in different studies. This current study aims to examine the relationship between student engagement and goal orientation by using meta-analysis. There are 29 journals and dissertations been selected form related electronic databases. Since the majority of the research was written in English, the subjects were mostly English speaking students in primary, secondary, and tertiary level. The study extracted 114 effect sizes examined the relationship among the three components in student engagement and the three dimensions of goal orientation which as the influences of moderator variables. The findings reveal that behavioral engagement, cognitive engagement, and emotional engagement have positive correlations with mastery orientation and performance-approach orientation. In additon, behavioral engagement and cognitive engagement have negative correlations with performance-avoidance orientation. The analyses from moderator variables indicate that behavioral engagement and emotional engagement has different correlations with mastery orientation in different learning stages. Moreover, cognitive engagement had different correlations with mastery orientation in different subjects. This study needs further analysis to examine be other potential variables among performance-approach orientation and student engagement. According to the findings, this study proposes the following suggestions: First, since student engagement and goal orientation are different in subjects, school educators need to make appropriate adjustments in accordance with the different subjects. Second, the “that other” variables still exist between performance-approach orientation and student engagement which makes the current results unclear; therefore, the study suggests further investigations need to treat on the potential variables.