The Research On Study Time Allocation Of Learners With Different Achievement Goal

As one of the key components of meta-cognition control, study time allocation has always been the research priorities of self-regulated study. Since the1980s, the researchers have attempted to put forward a variety of theoretical models to explore the mechanism of study time allocation. From Discrepancy Reduction Model to Agenda-based Regulation Model, the researchers begin to pay close attention to other influencing factors of study time allocation other than the item difficulty. As a form of learning motivation, achievement goal plays an important role in self-regulated study. This study wants to explore the study time allocation of learners with different achievement goal, mainly including item selection and self-paced study time.This study includes two experiments. We select the subjects of this study based on their score of achievement goal scale. A total of121college students participated in this study, with61participants for experiment1and60participants for experiment2. Experiment1examined the effect of item difficulty on study time allocation for learners with different achievement goal. In view of the important influence of score on study time allocation, score is added in Experiment2. This study mainly reached the following conclusions:Firstly, both item difficulty and score affect the learners’study time allocation. For item selection, learners tend to choose difficult items and item with high points to study; For self-paced study time, learners tend to spend more study time on difficult items and item with high points;Secondly, the item selection of individuals with different achievement goal is different. Performance-approach group are more inclined to choose difficult items to study, mastery-goal groups have a selection bias in medium difficulty items, performance-avoid groups have a selection bias in easy items. Score has the greatest effect on item selection for the performance-approach group, and the minimal effect for mastery-goal groups. Participants in performance-approach group and performance-avoid group tend to choose items with high points to study, while participants in mastery-goal groups showed no tendency of items with different points.At last, the self-paced study time of individuals with different achievement goal is different. Participants in performance-approach group spend most study time on difficult items. Score has the greatest effect on self-paced study time for the performance-approach group, participants in this group tend to spend more time on items with high points. While score has minimal effect on self-paced study time for the mastery-goal group, and there were no significant differences on study time allocation between items with high score and low score.