June 15, 2019
June 15, 2019
June 19, 2019
Educational Research and Methods
It is clear from the achievement orientation literature that achievement orientation has important effects on learning; this research paper considers achievement orientation in the context of team projects. Specifically, we investigated achievement as a general trait, as context-specific state orientation toward the project, and as team-level state orientation to the project. We find significant correlations between trait orientation and state orientation, suggesting students bring pieces of their default learning approach to this context. However, we find that team-level state orientation is not well-predicted by the orientation of the individuals who make up the team. In fact, team gender breakdown is a better predictor than individual trait orientation, which suggests that some other component of team culture is having a larger effect. We also propose a separate form of performance-avoid in this team-based context: avoiding tasks that risk others’ grades. We discuss the effects that achievement orientation can have in team contexts, and we suggest this topic is explored further.
Fowler, R., & Camacho, G., & Farh, C. (2019, June), Achievement Orientation, Engineering Students, and Teamwork Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32026
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015