Abstract
This study examined situation-specific coping strategies of students with different achievement goals as they take part in inquiry learning. A case study was conducted in a Finnish elementary school. 21 ten-year-old students participated in the study. Two types of data were collected: (1) Students self-reported questionnaires on achievement goals, (2) Video data on the students' learning processes and social interaction. The results revealed the importance of a situative perspective in instructional design, since the students not only differed in their coping attempts regarding their initial goals but also according to their individual situational interpretations that mediated their active coping attempts. Some of the non-learning-focused students had difficulties engaging in the working procedures. A lack of teacher's concrete and precise guidance in both cognitive and motivational sense appeared to explain this phenomenon.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.