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The impact of goal achievement orientation on student technology usage in the classroom

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Abstract

The aim of this study was to investigate whether students with differing goal achievement orientations were more likely to engage in on-task or off-task mobile device usage, as well as whether particular devices (specifically, laptops and smartphones) have a positive or negative relationship with specific task usage. The results of this study found the mastery approach goal achievement orientation to be negatively associated with off-task device usage, and the mastery avoidance goal achievement orientation to be positively associated with on-task usage behaviors. In addition, it was found that on-task behaviors were positively associated with laptop usage, while off-task behaviors were positively associated with smartphone usage. This study focused on student behavior in a higher education classroom, although the results may be applicable in any context in which users of personal electronic and internet-enabled devices are focused on specific learning objectives.

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Authors and Affiliations

  1. University of Connecticut, 337 Mansfield Rd. Unit 1259, Storrs, CT, 06269, USA

    Rory McGloin, Kara T. McGillicuddy & John L. Christensen

Authors
  1. Rory McGloin
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  2. Kara T. McGillicuddy
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  3. John L. Christensen
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Correspondence to Rory McGloin.

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Appendix: Full list of goal achievement orientation scale items and device usage questions

Appendix: Full list of goal achievement orientation scale items and device usage questions

Mastery Approach

  • I want to learn as much as possible from this class.

  • It is important for me to understand the content of this class as thoroughly as possible.

  • I desire to completely master the material presented in this class.

Performance Approach

  • It is important for me to do better than other students.

  • It is important for me to do well compared to other students in this class.

  • My goal in this class is to get a better grade than most of the other students.

Mastery Avoidance

  • I worry that I may not learn all that I possibly could in this class.

  • Sometimes I’m afraid that I may not understand the content of this class as thoroughly as I’d like.

  • I am often concerned that I may not learn all that there is to learn in this class.

Performance Avoidance

  • I just want to avoid doing poorly in this class.

  • My goal in this class it to avoid performing poorly.

  • My fear of performing poorly in this class is often what motivates me.

What are some of the reasons that you usually use internet-enabled devices during your Public Speaking discussion section (excluding speech dates)?

Please select all that apply.

  • To take notes in a word processor

  • For social networking (e.g. Facebook, Twitter, etc.)

  • For instant messaging (e.g. Facebook chat, Gchat, etc.)

  • To access HuskyCT for Public Speaking materials

  • To view slides and other materials related to the class

  • To check and respond to personal email

  • To check and respond to email related to Public Speaking

  • To look up more information regarding the topic being discussed in class

  • To look up information unrelated to the class discussion or for entertainment purposes

Please indicate which internet-enabled devices you have used in your Public Speaking discussion section (excluding speech dates).

Please select all that apply.

  • Laptop

  • Tablet device

  • Smartphone

  • eBook

  • Other (please indicate): ___________________

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McGloin, R., McGillicuddy, K.T. & Christensen, J.L. The impact of goal achievement orientation on student technology usage in the classroom. J Comput High Educ 29, 240–266 (2017). https://doi.org/10.1007/s12528-017-9134-4

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  • DOI: https://doi.org/10.1007/s12528-017-9134-4

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