Codes For Factors Influencing Goal Orientation
Based on the interview data, we found that the students’ goal orientations were dependent on the study environment.
Three factors seemed to have the greatest impact: reducing complexity, feedback on performance and the relevance of the content of the study programme.
Teachers play a crucial role in relation to these three factors.
The focus on comp.
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Does rational decision-making affect completing an educational programme?
In a project about dropout among young adults in general adult education and initial vocational education and training (IVET), it was assumed that the ability to make rational decisions has a positive impact on completing an educational programme.
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Feedback
The interviews show that encouragement from teachers, guidance counsellors, peers or parents underpins goal orientation.
Students want the teachers or counsellors to notice them, to trust them and expect things of them.
One male VET student, Carl, complains about a guidance counsellor: “He was not curious about me as a student; he did not expect an.
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How can students improve their decision-making processes?
This example points to elements that are important in strengthening students’ decision-making processes, including:
- the ability to break down an accurate distant goal into a number of accurate proximate goals
- being well-informed about possibilities and listening to advice from different persons
- eventually autonomously making the decision
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How Do Various Factors Influence Students’ Goal Orientation?
As indicated in the research literature, goal orientation is a central part of the decision-making process.
Thus, in order to develop students’ decision-making ability, the aim in the following analysis is to point to factors that influence students’ goal orientation.
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Interrelation Between Goals and Decision-Making Process
Table 1shows the interrelation of goals and the decision-making processes.
The five students who did not want to or were not able to answer questions about how they make decisions all have vague goals.
The students with intuitive-emotional decisions with or without seeking advice all have vague goals or accurate distant goals; only one student in t.
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Reducing Complexity
Reduction of complexity is a way of guiding students towards realistic goals by, for example, splitting a student’s goal into a number of realistic and short-term achievable sub-goals.
As concluded above, the majority of students in our study set themselves vague or accurate distant—and sometimes unrealistic—goals.
One male IVET student, Norman, en.
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Students’ Goals
As shown in the literature review above, goal orientation is a significant factor in decision-making processes.
Consequently, the assumption in the analysis of the data was that the quality of the goal will be reflected in the quality of the decision-making process.
By goals, we mean the students’ perception of the meaning for attending school.
The.
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The Students Decision-Making
Inspired by Klaczynski et al. (2001), we here define decision-making as a process beginning with a discrepancy between one’s current state and one’s goal state and ending with a course of actions to reach the chosen goal state (Byrnes, 2002; Klaczynski et al., 2001).
Based on Harren’s (1979) categorisation of decision-making styles into rational, i.
