The 3 x 2 Achievement Goal Model in Predicting Online Student Test Anxiety and Help-Seeking.
Bibliographic record
Abstract
This study investigates the utility of the new 3 × 2 achievement goal model in predicting online student test anxiety and help-seeking. Achievement goals refer to students’ general aims for participating in learning and the standard by which they judge their achievement (Pintrich, 2000). According to Elliot and his colleagues (2011), there are six types of achievement goals based on three dimensions of competence (self-, task-, and other-) and two dimensions of valence (approach and avoidance). The sample included 209 students enrolled in distance education classes who volunteered for the study. Separate hierarchical regression was employed to examine the predictive power of achievement goals in online student test anxiety and help-seeking beyond self-efficacy and demographic differences. Achievement goals predicted online help-seeking differently from traditional classes. Students who endorsed other-avoidance or self-approach goals reported more help-seeking, while those with other-approach or self-avoidance goals reported less help-seeking. The study results and practical implications for online instruction and course design are discussed. Cette etude examine l'utilite du nouveau modele 3 × 2 des buts d’accomplissement a predire l'anxiete au test et la demande d'aide de l’etudiant en ligne. Les buts d’accomplissement visent les buts generaux des etudiants pour participer a l'apprentissage et la norme par laquelle ils jugent leur accomplissement (Pintrich, 2000). Selon Elliot et ses collegues (2011), il existe six types de buts d’accomplissement en s’appuyant sur trois dimensions de la competence (soi-, tâche-, et autrui-) et deux dimensions de valence (approche et evitement). L'echantillon comprenait 209 etudiants inscrits dans des classes d'enseignement a distance qui se sont portes volontaires pour l'etude. La regression hierarchique distincte a ete utilisee pour examiner le pouvoir predictif des buts d’accomplissement de l’etudiant en ligne pour l'anxiete au test et la demande d'aide au-dela de l'auto-efficacite et des differences demographiques. Les buts d’accomplissement ont predit la demande d'aide en ligne differemment de celle des classes traditionnelles. Les etudiants qui ont approuve les buts autrui-evitement ou soi-approche ont signale plus de demande d'aide, tandis que ceux avec les buts autrui-approche ou soi-evitement ont signale moins de demande d'aide. Les resultats de l'etude et les implications pratiques pour l'enseignement en ligne et la conception de cours sont discutes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".