Abstract:

Research has shown that there are positive associations between students’ goal orientation and learning behaviour. However, less is known about these associations for students in competency-based learning with competency matrix compared to students in teacher-focused learning. The current study was conceptualized with the aim of getting more in-depth information about this kind of competency-based learning vs. teacher-focused learning. The sample consists of 846 (Mage = 14.06; SD = 0.94) [subsample 1: 385 students (Mage = 14.02, SD = 0.87) in competency-based learning with competency matrix, subsample 2: 461 students (Mage = 14.10; SD = 0.99) in teacher-focused learning] middle adolescent students (8th-9th grades) from secondary schools. By using latent mean comparison and multigroup structural equation modelling in Mplus, it could be shown that the association between mastery goal orientation and learning behaviour is stronger in competency-based learning. Furthermore, students in competency-based learning with competency matrix report higher values in mastery goal orientation, effort investment and elaboration.

Transferred to the classroom, this means that in competency-based learning with competency matrix, the positive link between mastery goal orientation and students’ learning behaviour is more strongly supported compared to students in teacher-directed learning classes. The use of competency-based learning with competency matrix looked at in this study therefore makes sense especially with heterogeneous learning groups because even students with an approach-performance goal orientation are assisted in developing adaptive learning behaviour. Accordingly, it is recommended that students from competency-based learning with competency matrix are situated within a structure that makes it easier for them to access previous knowledge, self-regulate their learning actions, independently determine when their learning progress will be evaluated, but also to make social comparisons. If students’ learning is promoted by a competency-based learning with competency matrix environment that encourages learning goals, then in the long-term mastery goal orientation could be increased.

Keywords:

Competency-based learning, competency matrix, self-regulated learning, goal orientation, adaptiv learning behavior, secondary education, learning environment.