Title

A study of the effects of goal orientation on the reflective ability of electronic portfolio users

Document Type

Journal article

Source Publication

Internet and Higher Education

Publication Date

1-1-2013

Volume

16

First Page

51

Last Page

56

Publisher

Pergamon Press

Keywords

ePortfolio, Goal orientation, Independent learning, Reflection

Abstract

This paper explores and discusses the effects of different goal orientations on students' reflective ability as demonstrated in their electronic portfolios (ePortfolios). Primary data was collected from 54 showcases (digital containers) generated by 26 undergraduate students on an ePortfolio platform over a period of 3 months. The participants had the flexibility to determine their showcase content in their ePortfolio, but were required to follow a structured showcase format composed of setting a goal, uploading digital files in support of the identified goal and reflecting on the learning experience. This study reveals that most participants tended to set mastery goals rather than performance goals in their showcases, while some selected a combination of both. It is also found that participants with dual goal orientations (mastery goals and performance-approach goals) appeared to demonstrate a higher level of persistence and reflection than those with only single goal orientations (mastery goals or performance goals) in their ePortfolio. The findings suggest that the ePortfolio is a valuable tool in fostering students' reflective competence by emphasizing both process (mastery-oriented) and product (performance-oriented).

DOI

10.1016/j.iheduc.2012.01.003

Print ISSN

10967516

E-ISSN

18735525

Publisher Statement

Copyright © 2012 Elsevier Inc. All rights reserved. Access to external full text or publisher's version may require subscription.

Full-text Version

Publisher’s Version

Recommended Citation

Cheng, G., & Chau, J. (2013). A study of the effects of goal orientation on the reflective ability of electronic portfolio users. The Internet and Higher Education, 16, 51-56. doi: 10.1016/j.iheduc.2012.01.003

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