Critique Assignment - Coursework Example

Critique Assignment Probe Questions Context The study mainly focused on a learning context where it was used to provide an examination of the direct relationship between goal orientation and interactive goal orientation, with performance, self-efficacy, and knowledge. Research problem The research problem is the fact that there's less knowledge about whether or how motivational traits such as goal orientation interact with other differences of individuals such as their ability while influencing outcomes such s feedback, self-efficacy, learning, and performance. Worth of Inquiry It is important to inquire about the research problem as it will lead to the understanding of whether and how motivational traits such as goal orientation can interact with other individual differences like the ability to influence outcomes such as self-efficacy, performance, learning, and feedback seeking. Research Question The research question is to determine the direct relationship between goal orientation and the interaction of goal orientation with and cognitive ability which include the knowledge, ability, self-efficacy as well as performance in the learning context. Hypothesis The study explores several hypotheses. The first hypothesis postulates that learning orientation is positively related to the self-efficacy, performance, and knowledge of an individual. The second hypothesis tries to suggest that performance orientation is not significantly related to the self-efficacy, knowledge and performance of individuals. The third hypothesis is one that suggests that the learning orientation is positively related to self-efficacy of individuals with high ability, but negatively related to or unrelated to self-efficacy of individuals with low ability. The fourth hypothesis tries to predict that performance orientation has a negative relation to the self-efficacy of individuals with low ability, but is related positively to the self-efficacy of the individuals with high ability. The fifth hypothesis suggests that learning orientation related positively to the ability of an individual to perform highly, but negatively related to an individual's low ability to perform. The sixth hypothesis predicts that learning orientation is related positively to the high ability of individuals' knowledge and negatively related to the low ability of individuals' knowledge. The seventh tries to postulate that performance orientation has a positive relation with the performance of low-ability individuals, but a negative relation to the performance of high-ability individuals. The eighth and last hypothesis tries to suggest that performance orientation has a positive relation to the knowledge of the individuals with low ability, but a negative relation with the knowledge of individuals with high ability. Research Type The research being conducted is a quantitative research where trials and simulations were used to collect data. In this research, the participants were subjected to tests, some of which were multiple choices, while some involved the use of a Likert-scale, to measure their response towards the questions asked, and the research question at large. Previous Studies Listed in the Literature Review The previous studies in the research include a study by Ackerman, Kanfer and Goff (1995) with their study on cognitive and noncognitive determinants and consequences and complex skill acquisition. Another study is by Kanfer and Ackerman (1989). Kraiger, Ford and Salas (1993) are other authors whose study on the interaction between goal orientation and cognitive ability, was used in the study. Studies by Dweck (1986, 1989) on motivational processes affecting learning were also used in the literature and motivation, were also used in the literature. Farr, Hofmann and Ringenbach (1993) on goal orientation and action control theory, also had their study used in the literature of this study. Studies by Button et al. (1996) on goal orientation in organizational research, Ford, Smith, Weissbein, Gully and Salas (1998) on relationship on goal orientation, Kozlowski et al. (2001) on effects of training goals and goal orientation on multi-dimension training, and Philip and Gully (1997) on role of goal orientation, ability need for achievement and locus of control in the self-efficacy goal setting process, are among other studies listed in the literature review (Bell & Kozlowski, 2002). Sample The sample used in the study involved undergraduate students from a large Midwestern university (Michigan State University). Number of Sample The study used a total of 125 undergraduate students from the Midwestern University. Fifty-five percent of these were female, and a total of 88% of the participants were aged 18-21 years old. Selection of Sample Members The sample members were elected by volunteering. The participants first had to volunteer and take part in a 3-hour session where learning to operate a computer-based radar simulation was involved, and the participants were given $5 for the participation. Those participants who received credit in the course after participation were selected to participate in the study and make up the sample members. Data Collected The data collected were concerning scales where some of them were 8-item scales where the participants were required to choose one of such. At the same time, multiple choice questions offered a type of data to be collected apart from the Likert scale that also offered data concerning the level that the participant agrees with the question. Such made most data collected to be opinionated a well as quantitative in nature. Underlying Construct of Study The underlying construct in this study includes the learning and performance orientations. The study mainly is based on the learning and performance orientations as its underlying thought. Author's Operational Definition of the Construct The author defines the underlying constructs of the study, learning and performance orientations, to be separate and not significantly correlated. Here, the operational definition of the construct refers to how the author defines the correlation between the main constructs.in this study, he finds the constructs to be separate and without any significant correlation. Dependent and Independent Variables The dependent variables in the study include self-efficacy, knowledge and performance. The independent variables in the study included learning orientation, performance orientation, and cognitive ability. Data Collection The data was collected by the use of 8-item scales, Likert scales as well as multiple choice items. Multiple choice items were used to collect data about knowledge, 8-item task report and Likert scale were also used in collecting data about self-efficacy, indicators of participants' basic performance were also used to collect data on performance and a Wonderlic Personal Test was also used to collect data about cognitive ability. This is a well-known and widely used index of general cognitive ability which has a suitability for a wide range of work tasks. Analysis Performed Hierarchical regression analysis was the analysis method performed in the study. This included a manipulation on the first experimental session to help guide individuals through the learning process. The results obtained were entered into a linear regressor to find out the correlation among the variables. Results From the results, learning and performance orientations were found not be significantly correlated. However, these were differentially related to most of the dependent variables. There was a significant and positive relationship between ability and almost all the learning outcomes. From the analysis, learning orientation was found to be significantly and positively related to individuals' self-efficacy. Performance orientation had no significant relationship with self-efficacy or knowledge, but only on one outcome. The study also found out that, overall, there's a consistency in the direct relationship between learning and performance orientations of the current study and those of the prior studies. Presentation of Results The results presentation on this study has been done using table and chart formats. The tables are used to show clearly the results in figures from the analysis while the charts express the results in a format that is easier to compare and interpret. For example, table 1 gives the regression results about the correlation of the variables by providing a platform to compare their means and standard deviations. At the same time, figure 1 is a chart showing the relationship between learning orientation and self-efficacy composite. This makes it clear and easy for one to carry out a comparison. Author's Interpretation of Results In their interpretation, the author suggests that the relationship between learning and performance orientations with the individuals' learning related outcomes may not be as straightforward as was assumed previously. As such, the findings posit the suggestion, according to the author, that, future theoretical and empirical work on goal orientation, should consider explicitly, the impact of cognitive ability. Overall, the results as were obtained from the study were found in the knowledge of the author to be consistent with the findings of the previous studies. There should be an attempt to the future research to identify the boundary of interactions that are observable in the current days. Whether I Agree I agree with the interpretation of the author as it is indeed true that learning orientations have its results being positive outcomes and performance orientation usually has negative outcomes. At the same time, I agree with their interpretation since, from the results, it is clear that positive and direct relationship exist between learning and performance orientation, and this is the same case in the literature of the previous studies. This means this study was like a confirmation of the existing literature of the previous studies as they both had and held a similar position. For example, the study had a finding that learning and performance orientation had no significant correlation. This was similar to an earlier position held by Dweck (1989). Limitations, Recommendations and Implications Limitations There was the use of the synthetic task and student participants and being conducted in a laboratory setting. This was a limitation since it narrowed down the generalizability of the study. Secondly, the measuring of goal orientation several months after the experimental session was another limitation. Another limitation is the potential conceptual and practical dilemma that may occur due to the possibility of an individual being high on both the learning and performance orientations. Recommendations It is recommended by the study that future research should examine goal orientation-ability interactions in various settings to ensure the findings are generalizable. Secondly, it is also recommended that there's no significant difference between individuals who either returned or did not return for the second session. Implications of the Study The results of the study present the implication that the relationship of learning and performance orientations with the learning related outcomes of individuals is not as straightforward as assumed previously. Another implication is that, if one focused on the direct relationship of the study, same conclusions would be arrived at. The finding has a suggestion that it is important for future theoretical and empirical work on goal orientation to have consideration for the impact of cognitive ability. Generalizations of Results The results can only be generalized to a given setting similar to that of the research. It can also be generalized on the basis of learning context. This is because the study used specific context of learning with specific conditions that may not be available in other fields such as in a working condition. Opinion on Quality of the Research This is a quality research in my opinion. This because, the research takes the reader through from the introduction where the research problem and questions are established, through to the literature review where previous studies are analyzed to provide literature that acts as a benchmark for the current study, to the data collection and analysis and presentation of results, interpretation, and discussion. The study has a well-formulated problem with a clear purpose. It also has a well-designed and executed study approach. There's a clear understanding of other related studies, it has explicit, and justified limitations and its findings act to advance the knowledge of the reader just like a quality research should be. Reference Read More