Abstract:

It is generally proven rapid loss of motivation for school at the start of early adolescence can be explained not only by the youths’ physical and mental changes but also by the dominance of learning settings, where the students’ need for self-determination is largely disregarded. Based on the findings of neuroscientific studies, this loss of motivation can be counteracted by creating self-directed conditions for learning that are particularly appealing to the adolescents. In particular, digital resources from learning can be used for learning through self-directed learning. As a supplement for traditional and mostly teacher-directed learning settings, many schools are now trying out self-directed learning, although the effects of this form of learning in a school context have not yet been sufficiently investigated.

Goal orientation is a key motivational component in self-directed learning and performance contexts and, depending on the type of goal orientation, influences learning behaviour in various ways. It is generally accepted and well documented that mastery goal orientation positively affects students’ learning behavior. Research assumes that context characteristics of learning and performance situations influence goal orientation. The self-directed learning is understood as a class context that promotes mastery goal orientation. In this study, self-directed learning is compared with teacher-directed learning. It is assumed that there are differences between groups.

This study intends to investigate whether the associations between mastery goal orientation, approach-performance goal orientation, avoidance-performance goal orientation and positive emotions, effort investment and flow for students in teacher-directed learning is significantly different from students in self-directed learning based on self-determined learning conditions.

The following hypotheses will be tested:
(1) Students of self-directed learning vs. teacher-directed learning differ in their mean values for mastery goal orientation, approach-performance goal orientation, avoidance-performance goal orientation, effort investment, positive emotions and flow.
(2) Students of self-directed learning vs. teacher-directed learning differ in the interplay between goal orientations and effort investment, positive emotions and flow, as the different classroom structure might affect emotion, motivation and flow.

The sample includes 772 students from grades 8–9 (Mage = 14.16; SD = 0.93). By using latent mean comparison and multigroup structural equation modelling in Mplus, it could be shown that the use of self-directed learning looked at in this study therefore makes sense especially with heterogeneous learning groups because even students with an avoidance-performance goal orientation are assisted in developing adaptive learning behavior. The study has the following strengths: Firstly, it is based on a large number of students. Secondly, the findings show that the positive link between mastery goal orientation and positive emotions, effort investment and flow of students is more strongly supported in self-directed learning classes. Thirdly, this study has a strong practical orientation and helps to scientifically support schools that want to initiate and establish innovative learning concepts such as self-directed learning conditions with digital devices in the classrooms.

Keywords:

Self-directed learning, goal orientation, digital learning, adaptive learning behavior, positive emotions.