Effects of goal orientation on environment management in technology-based physics learning

Area of Science:

• Educational Technology
• Physics Education
• Educational Psychology

Background:

• Technology integration in physics education is increasing.
• Understanding student motivation and self-regulation is crucial for effective learning.
• Environment management impacts academic success in technology-enhanced learning.

Purpose of the Study:

• To propose and examine a model of factors influencing environment management in technology-based physics learning.
• To investigate the roles of motivational (goal orientations) and self-regulated (time management) variables.
• To understand these factors in Chinese secondary school students.

Main Methods:

• Survey data collected from 726 eighth-grade students in Southeast China.
• Structural equation modeling (SEM) used for data analysis.
• Examined relationships between goal orientations, environment management, and time management.

Main Results:

• Learning-oriented goals positively predicted environment management.
• Effective time management positively predicted environment management.
• Social-oriented goals negatively predicted environment management.

Conclusions:

• Students' goal orientations and time management skills are significant predictors of their environment management in physics learning.
• Findings suggest that fostering learning goals and time management skills can enhance students' ability to manage their learning environment.
• Implications for teachers regarding technology integration in physics classrooms were discussed.