**The Role of Self-Efficacy, Control Beliefs and Achievement Goals on Learning Among Distance Learners**

Clarence Ng *Griffith University Australia* 

## **1. Introduction**

232 International Perspectives of Distance Learning in Higher Education

Wesley, Jared J. (2011). Observing the political world: quantitative and qualitative

Press. Chapter 6, pp. 123-144.

approaches. In K. Archer and L. Berdahl (Eds.) Explorations: A Navigator's Guide to Research in Canadian Political Science,( 2nd Ed. ) Toronto: Oxford University

> Distance learners' motivation is inherently significant to distance learning. From the early days of distance education through correspondence courses to today's online delivery using internet technologies, distance educators often assume that distance learners will study learning materials, complete carefully designed activities, attend optional tutorials, seek help, and work on assessment items within a distance learning course. This assumption is valid when distance learners are motivated and self-regulatory. Nevertheless, the high dropout rate and low completion rate commonly found in different distance learning courses and programs warn us against making unrealistic expectation on distance learners (Rovai, 2003). A lack of motivation has often been taken as the main reason for early dropout among distance learners. Certainly, there is a need to understand what motivates learners to engage in distance learning and how to build on these motivational characteristics to develop an engaging learning environment for distance learners (Hurd, 2006).

> Distance educators and researchers have already recognised the importance of motivation in distance learning (e.g. Morgan, Taylor & Gibbs, 1982). Several empirical studies (e.g. Dearnley & Matthew, 2000; Lyall & McNamara, 2000; Richardson, 2007; Sankaran & Bui, 2001) have confirmed the critical role of motivation for distance learners who often need to juggle various work and family commitments simultaneously while completing their studies. In a recent discussion, Simpson (2008) argued that it is important to incorporate motivation as an essential component for the provision of learner support within a distance learning system. Nevertheless, the study of motivational and learning processes has focused mainly on on-campus students. Until recently few studies have explored the complex relationships between motivation and learning among distance learners. The current study focused on understanding distance learners' goals and their relationship with strategy use and learning attitudes using an achievement goal framework. The research on distance learners' motivation using this dominant framework is at its beginning stage; few studies are available (e.g. Eppler & Harju, 1997; Ng, 2006 & 2008). Using a sample of Chinese distance laerners, the current study contributed significantly to our undestanding of distance learners' motivation from this important theoretical perspective.

The Role of Self-Efficacy, Control Beliefs and

the effects of goals on learning.

**2.1 The current study** 

Achievement Goals on Learning Among Distance Learners 235

Another major development related to the debate on the nature of performance goals is the notion of mediation. Dweck in its initial formulation of achievement goals suggested that the effect of achievement goals may be mediated by students' self-efficacy level. Dweck (1986) hypothesed that performance goals link with a maladaptive learning pattern when self-efficacy is low. However, when self-efficacy is high, performance goals are more likely to link with a more adaptive pattern of learning. Dweck assumed that self-efficacy will not mediate the effects of mastery goals. Based on an experimental study, Elliot and Dweck (1988) found empirical support for Dweck's mediator hypotheses. However, subsequent studies (e.g. Harackiewicz *et al.*, 2000; Kaplan & Midgley, 1997; Miller, Behrens, Greene & Newman, 1993) failed to confirm the mediating role of self-efficacy on the effects of performance goals. Contrary to Dweck's prediction (1986), interaction effects between selfefficacy and mastery goals were found (e.g. Kaplan & Midgley, 1997). More recently, Braten, Samuelstuen and Stromo (2004) added to this line of research and explored the role of selfefficacy in mediating the effects of avoidance forms of performance goals on self-regulation. Self-efficacy is by far the most important variable mediating the effects of performance and other achievement goals. Other mediators such as task difficulties (Grant & Dweck, 2003) and level of uncertainty (Darnon *et al.*, 2007) have been examined. In the current study, the main concern was whether distance learners' efficacy beliefs will moderate the effects of goals on learning. In addition, the present study extended the current research on achievement goals and examined the role of another important mediator, control beliefs, on

To frame distance learning from an achievement goal perspective, distance learners' motivation is accordingly defined as cognitive purposes for learning and achievement. Few studies (e.g. Eppler & Harju, 1997; Ng, 2006 & 2008) in distance learning have utilized the achievement goal framework to researching distance learners and their learning processes. Ng (2008) used an extended multiple goal perspective and classified distance learners into different types of goal users. One of the most important contributions in this previous study is that distance learners have goals other than mastery and performance considerations. The extant literature on distance education shows that distance learners often learn with goals focusing on personal development, career advancement and different social considerations (e.g. Cochrane, 2000; Dearnley & Matthew, 2000; Cannon, Umble, Steckler & Shay, 2001; Lyall & McNamara, 2000; Miller & Smith, 1998; von Prummer, 1990; Wilson & Bagley, 1999). According to the studies of Harackiewicz and her colleagues (e.g. Barron & Harackiewicz, 2001; Harackiewicz, Barron, Tauer, Carter & Elliot, 2000), different type of goals will have independent effects on learning. Different goals can provide different forms of motivational supports that help distance learners maintain their focuses or cope with the demands of learning in the midst of diverse life circumstances. For example, personal development goals orient distance learners to learn for the sake of developing confidence, opening up horizons and furthering one's development (cf. Dearnley & Matthew, 2000). Distance learners holding these goals will hold positive attitudes towards learning and be willing to expend effort and use adaptive strategies. Work-related goals focus distance learners on how their learning promotes career advancement and the development of work-related knowledge (Dearnley & Matthew, 2000; Lyall & McNamara, 2000). These goals heighten distance
