Goal setting and goal orientation as predictors of learning
satisfaction and online learning behavior in higher education
blended courses

J 2023

Goal setting and goal orientation as predictors of learning satisfaction and online learning behavior in higher education blended courses

JUHAŇÁK, Libor, Karla BRÜCKNEROVÁ, Barbora NEKARDOVÁ a Jiří ZOUNEK

Základní údaje

Originální název

Goal setting and goal orientation as predictors of learning satisfaction and online learning behavior in higher education blended courses

Autoři

JUHAŇÁK, Libor (203 Česká republika, garant, domácí), Karla BRÜCKNEROVÁ (203 Česká republika, domácí), Barbora NEKARDOVÁ (203 Česká republika, domácí) a Jiří ZOUNEK (203 Česká republika, domácí)

Vydání

Studia paedagogica, Brno, Masarykova univerzita, 2023, 1803-7437

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14210/23:00134407

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.5817/SP2023-3-2

Klíčová slova anglicky

self-regulated learning; goal setting; goal orientation; learning engagement; online learning behavior; course satisfaction

Štítky

rivok

Změněno: 24. 4. 2024 16:10, Mgr. et Mgr. Stanislav Hasil

Anotace

V originále

This study investigated how goal setting and goal orientation are related to student learning behavior and engagement in an online learning environment, and how learning behavior, goal setting, and goal orientation are related to student satisfaction with the course they are studying. A total of 882 students from 76 different courses participated in this study, which used both self-reported data from a questionnaire and indicators based on digital traces in an online learning environment. The results of multilevel regression analyses showed that student ability to set learning goals (i.e., goal setting) was positively related to both student learning satisfaction and student learning behavior. Intrinsic goal orientation positively predicted student satisfaction with the course. Extrinsic goal orientation did not show a significant effect in any of the observed relationships. The analyzed indicators of student learning behavior showed no statistically significant association with learning satisfaction. Possible explanations for these findings are discussed, and limitations and directions for future research are suggested.

Návaznosti

GA21-08218S, projekt VaV

Název: Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky

Investor: Grantová agentura ČR, Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky

Citovat

JUHAŇÁK, Libor, Karla BRÜCKNEROVÁ, Barbora NEKARDOVÁ a Jiří ZOUNEK. Goal setting and goal orientation as predictors of learning satisfaction and online learning behavior in higher education blended courses. Studia paedagogica. Brno: Masarykova univerzita, 2023, roč. 28, č. 3, s. 39-58. ISSN 1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2023-3-2.

@article{2373977,
   author = {Juhaňák, Libor and Brücknerová, Karla and Nekardová, Barbora and Zounek, Jiří},
   article_location = {Brno},
   article_number = {3},
   doi = {http://dx.doi.org/10.5817/SP2023-3-2},
   keywords = {self-regulated learning; goal setting; goal orientation; learning engagement; online learning behavior; course satisfaction},
   language = {eng},
   issn = {1803-7437},
   journal = {Studia paedagogica},
   title = {Goal setting and goal orientation as predictors of learning satisfaction and online learning behavior in higher education blended courses},
   url = {https://doi.org/10.5817/SP2023-3-2},
   volume = {28},
   year = {2023}
}

TY  - JOUR
ID  - 2373977
AU  - Juhaňák, Libor - Brücknerová, Karla - Nekardová, Barbora - Zounek, Jiří
PY  - 2023
TI  - Goal setting and goal orientation as predictors of learning satisfaction and online learning behavior in higher education blended courses
JF  - Studia paedagogica
VL  - 28
IS  - 3
SP  - 39-58
EP  - 39-58
PB  - Masarykova univerzita
SN  - 18037437
KW  - self-regulated learning
KW  - goal setting
KW  - goal orientation
KW  - learning engagement
KW  - online learning behavior
KW  - course satisfaction
UR  - https://doi.org/10.5817/SP2023-3-2
N2  - This study investigated how goal setting and goal orientation are related to student learning behavior and engagement in an online learning environment, and how learning behavior, goal setting, and goal orientation are related to student satisfaction with the course they are studying. A total of 882 students from 76 different courses participated in this study, which used both self-reported data from a questionnaire and indicators based on digital traces in an online learning environment. The results of multilevel regression analyses showed that student ability to set learning goals (i.e., goal setting) was positively related to both student learning satisfaction and student learning behavior. Intrinsic goal orientation positively predicted student satisfaction with the course. Extrinsic goal orientation did not show a significant effect in any of the observed relationships. The analyzed indicators of student learning behavior showed no statistically significant association with learning satisfaction. Possible explanations for these findings are discussed, and limitations and directions for future research are suggested.
ER  -

JUHAŇÁK, Libor, Karla BRÜCKNEROVÁ, Barbora NEKARDOVÁ a Jiří ZOUNEK. Goal setting and goal orientation as predictors of learning satisfaction and online learning behavior in higher education blended courses. \textit{Studia paedagogica}. Brno: Masarykova univerzita, 2023, roč.~28, č.~3, s.~39-58. ISSN~1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2023-3-2.

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