Relationship between motivational goal orientations, perceptions of general education classroom learning environment, and deep approaches to learning

Abstract

     Researchers have reported empirical evidence that the deep approaches to learning account for significant successful learning. The present study aimed to investigate the relationship between students' motivational goal orientation, their perceptions of the general education classroom learning environment, and deep approaches to learning strategies. Participants (N = 494) were first- and second-year college students enrolled in any of the general education courses in higher education in Thailand. All samples were chosen using the convenience sampling technique. They completed a self-report questionnaire for measuring motivational goal orientation, perceptions of classroom learning environment, and the level of taking deep approaches to learning. To analyze the relationship between several independent variables and a dependent variable, multiple regression analyses were used and a positive influence was found of motivational goal orientation and perceptions of general education classroom learning environment on the level of taking deep approaches to learning. These results suggest promoting the deep approaches to learning by students through their individual personal attributes and classroom learning environment factors.