Student investment in a research methods course: the influence of achievement goals on motivational patterns

he purpose of this study was to examine the influence of mastery, performance approach and performance avoidance goals on patterns of achievement-related cognition and affect in first-year students undertaking a research methods module. Students’ goals and measures of self-determination were assessed towards the beginning of the module, and measures of achievement-related cognition and affect were assessed before and after each of three graded statistics assignments. Students were grouped by means of a cluster analysis on their achievement goals, and repeated measures multivariate analysis of variance revealed that a cluster of failure-avoidant students exhibited motivational patterns that were significantly more debilitating than those exhibited by a cluster of mastery-oriented students Howard Hall is professor of sport and exercise psychology at York St John University. He is a former vice-president of the International Society of Sport Psychology and is president elect of the International Association of Applied Psychology, Division 12. This research was conducted at the University of Bedfordshire when he was seconded to the Centre for Excellence in Teaching and Learning. Howard’s research is concerned with understanding the psychological processes underlying achievement motivation and perfectionism.