Mastery and challenge seeking: Two dimensions within learning goals?

Abstract

The study examined the existence of two distinct dimensions within learning goals: A mastery dimension and a challenge seeking dimension. A French version of Roedel, Schraw, and Plake's (1994) Goals Inventory was administered to 305 psychology undergraduates. Confirmatory factor analyses testing a two-factor vs. a three-factor measurement model supported the distinction between the two dimensions of learning goals. Relations between goal orientations and reported strategy use and self-regulation were analyzed. The mastery and challenge dimensions within learning goals were differentially related to performance goals and strategy use.