Abstracts - Earli

changes in personal and contextual circumstances over time. The research highlights thesignificance of a holistic understanding of motivation, the importance of individuals’ subjectiveaccounts and reflections, and the value of focusing on trajectories of motivation within and acrosscontexts of participation and over time, in order to capture its dynamic nature.Perfectionism, achievement goals and approaches to learning mathematics in higher educationDaria Rovan, Faculty of Philosophy, University of Zagreb, CroatiaVlasta Vizek Vidovic, Faculty of Philosophy, University of Zagreb, CroatiaDrawing on 2 × 2 achievement goals framework (Elliot & McGregor, 2001), the aim of the presentresearch was to examine relationship between perfectionism and achievement goals and to clarifythe role of perfectionism and achievement goals in predicting students’ approaches to learning.Participants were 358 undergraduate students enrolled in an introductory-level mathematicscourse. Adaptive perfectionism was significantly related to mastery-approach, performanceapproachgoal, and mastery-avoidance goals, while maladaptive perfectionism was related tomastery-avoidance and performance avoidance goals. Adaptive perfectionism was significantlyrelated to deep approach to studying and this relationship was partially mediated by masteryapproachgoal and suppressed by performance-approach goal. Significant relation betweenadaptive perfectionism and strategic approach was partially mediated through mastery-approachgoal. Adaptive perfectionism had significant negative effect on surface apathetic approach, whichwas completely mediated by mastery-approach goal and suppressed by mastery-avoidance goal.Maladaptive perfectionism was not related neither with deep or strategic approach, but it waspositively related to surface approach. This relationship was only partially mediated byperformance-avoidance goal. Results of our research support previous findings that mastery andapproach orientation is consistently linked to positive outcomes. Adaptive perfectionism hasproven to be more relevant in predicting achievement behavior, than maladaptive perfectionism.Adaptive perfectionism can lead to the pursuit of challenging goals and result in desirableoutcomes, and maladaptive perfectionism can be to some extent debilitating as it can lead toadoption of less effective approach to learning.Training sudents’ self-assessment and task selection skill to improve the effectiveness of learnercontrolledinstructionDanny Kostons, Open University of the Netherlands, NetherlandsTamara van Gog, Open University of the Netherlands, NetherlandsFred Paas, Open University of the Netherlands, NetherlandsLearner-controlled instruction is advocated as a means to foster students’ self-regulated learningcompetence, to inspire towards higher student motivation, and to increase student involvement intheir own learning processes. However, studies comparing learner-controlled with systemcontrolledinstruction have always assumed that students are capable of accurate self-assessmentand appropriate task selection. Therefore, they have mainly been concerned with the effects of theinstructional methods on motivation, student involvement and learning outcomes, not with themechanisms that underlie the learner-controlled process. Since there is evidence that learnerstypically misassess their own competence, fair conduction of studies on the effects of learnercontrolledinstruction requires training students on self-assessment and task selection beforehand.This presentation focuses on the required input for the design of such training. Through a literaturestudy and a pilot study, a model is built based on the cognitive mechanisms underlying the selfassessmentand subsequent task selection process, and important training goals are identified.– 665 –