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The Influence of Approach and Avoidance Goals on Conceptual Change

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  • Marcus Lee Johnson
  • Gale M. Sinatra

Abstract

Recently, conceptual change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the conceptual change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students' conceptual change learning for a specific topic in biology, HIV/AIDS. The authors hypothesized that those with approach goals (mastery approach and performance approach) would demonstrate greater posttest conceptual change in their understanding of HIV/AIDS than those with avoidance goals. Participants were 206 undergraduates in introductory-level college biology courses. Participants were provided a 1,004-word HIV/AIDS text and were pre- and posttested on their conceptual knowledge of HIV/AIDS. Results of an analysis of covariance indicated that approach-oriented students demonstrated greater conceptual HIV/AIDS change at posttest than avoidance-oriented students. Results are discussed in light of the warming trend and achievement goal theory.

Suggested Citation

  • Marcus Lee Johnson & Gale M. Sinatra, 2014. "The Influence of Approach and Avoidance Goals on Conceptual Change," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(4), pages 312-325, July.
  • Handle: RePEc:taf:vjerxx:v:107:y:2014:i:4:p:312-325
    DOI: 10.1080/00220671.2013.807492
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