چکیده:
Learning in every context is influenced by the social factors such as the people with whom the learners are communicating in that specific learning environment. As the role that social factors can potentially play in the process of education seems not to have been explored comprehensively in the field of English language teaching, in general, and in the Iranian educational context, in particular, the purpose of the present study was to investigate the impact of both social goals and achievement goals on emotional, behavioral, and cognitive engagement, in an academic context. The participants of the study consisted of 302 undergraduate students (88 females, 206 males, 8 unspecified), majoring in English literature at two state universities and two private universities in Iran. The data were collected through one questionnaire consisting of items relating to different types of social goals and various types of engagement. Confirmatory Factor Analysis (CFA) and Regression Analysis were conducted to analyze the data. The results of CFA confirmed the validity of such goals in our context. Also, regression analysis showed that mastery goals, social status goals, and social concern goals predicted variance in different facets of engagement.
خلاصه ماشینی:
As the role that social factors can potentially play in the process of education seems not to have been explored comprehensively in the field of English language teaching, in general, and in the Iranian educational context, in particular, the purpose of the present study was to investigate the impact of both social goals and achievement goals on emotional, behavioral, and cognitive engagement, in an academic context.
Moreover, studies conducted in the realm of foreign language learning examining the goals of foreign language learners have ignored social goals and have paid more attention to goals like improving one‟s proficiency in English to get a job (for example, Ghazvini & Khajehpour, 2011; Choubsaz & Choubsaz, 2014; Nahavandi & Mukundan, 2013; Chalak & Kassaian, 2010).
King, McInerney, and Watkins (2012) using this unified category of social goals, investigated the effect of achievement goals (mastery and performance), and social goals (affiliation, status, responsibility, approval, and concern) on cognitive, behavioral, and emotional engagement.
As far as the Iranian context is concerned, studies like Yailagh, Alipour Birgani, Boostani, and Hajiyakhchali (2013) as well as Ghanizadeh and Mohammadzadeh (2015) have shown a significant positive relationship between mastery/performance goals and metacognitive strategies.
For example, Gonida, Voulala, & Kiosseoglou (2009) and DeBacker & Crowson (2006) found an adaptive role for mastery goals in students‟ engagement but this was not true for performance goals.
Regarding the power of such goals to account for change in other variables, the study by Brewer & Klein (2006) on the effect of type of positive interdependence and affiliation motives in a synchronous, collaborative learning environment showed that interdependence and affiliation motives had a non-significant effect on achievement.