Profiling learners' achievement goals when completing academic essays

Abstract

This study explored adult learners' goal profiles in relation to the completion of a compulsory academic essay. Based on learners' scores on items assessing mastery, performance-approach, and work-avoidance goals, cluster analyses produced three distinct categories of learners: performance-focused, work-avoidant, and multiplegoal learners. These three groups of learners differed in terms of perceptions about the academic essay, self-belief in completing it, use of strategies, responses to marker feedback, and, most importantly, level of achievement. The results attest to the importance of endorsing multiple goals for completing compulsory academic essays at the tertiary level.