Effects of goal-structured learning environments and peer group composition on motivation and problem solving

Abstract

Learners’ goal orientation is an important factor to influence motivational efforts in a problemsolving environment. Despite the importance of goal orientation as a motivation variable, the implications of goal orientation for the instructional design practice have not been thoroughly investigated. The purpose of this study is to examine the effects of goal-structured learning environments with peer group composition on motivation and problem solving. The results of this study indicated that learning goal-structured environment had a significant effect on motivation while heterogeneous peer group composition had a significant effect on monitoring and evaluation skill, one of problem solving skills. This study suggests that learners’ motivation can be enhanced in a problem solving environment by the learning goal orientation support