In their pursuit of student engagement and achievement, educational institutes have increasingly been implementing student-centred approaches to learning with collaborative learning. In this study, we assessed the (mis)match effects of personal and group members’ achievement goals on student engagement and performance. Students (N = 266) from 36 different groups rated their achievement goals, their group members’ achievement goals, and their engagement for a course. Their exam performance was also included in the analysis. The results of the polynomial regression analyses indicated that both the degree of the compatibility and the direction of the incompatibility in mastery goals related to engagement, while only the degree in incompatibility in mastery goals related to performance. Conversely, neither the compatibility nor the incompatibility in performance goals related to engagement or performance. The results show the importance of examining the interplay between students’ and their group members’ achievement goals for student outcomes in a collaborative learning environment.
Bibliographical noteFunding Information:
The research reported in this article was supported by a grant from the De Verre Bergen foundation (Lisenne Giel, principal investigator) granted to Semiha Denkta?, but the opinions expressed in this article are the authors? and do not reflect the positions or policies of the foundation or the university.
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