Prior mastery-approach goals moderate the effect of performance-approach goal instructions on mental effort¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? With higher prior mastery-approach goals, students receiving performance-approach goal instructions reported lower mental effort than those not receiving them (t = -2.26, p = 0.024), a vibration effect consistent with the mismatch hypothesis. → Hu 2024

Evidence¶

Hu 2024¶

Hu, Y., Wouters, P., van der Schaaf, M., & Kester, L. (2024). The effects of achievement goal instructions in game-based learning on students' achievement goals, performance, and achievement emotions. Learning and Instruction, 93, 101943. https://doi.org/10.1016/j.learninstruc.2024.101943

q3 · i? · causal · r2

In the randomized experiment (N = 450), robust regression showed a significant prior mastery-approach goals × performance-approach instructions interaction on mental effort, "t = 2.26, p = 0.024"; no significant moderating effects on achievement goals, posttest performance, or achievement emotions.

"Robust regression revealed that there was a statistically significant interaction effect between prior mastery-approach goals and the performance-approach goal instructions (t = 2.26, p = 0.024) on mental effort"

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — moderator: an instructional effect differs with it

Related Claims¶

• Mastery-approach and performance-approach goal instructions do not interact on learning outcomes in game-based learning — related
• Performance-approach goal instructions increase mental effort but decrease posttest performance in game-based learning — related
• Mastery-approach goal instructions do not induce mastery-approach goals and show no effects on learning outcomes in secondary school game-based learning — related