Abstract:
This study examined the influence of students ‘goal characterization on
their goal-formation processes, as characterized by their goal-classification,
the systemic consideration of their activity-strategies and decision-
outcomes when preparing for an examination. Using the Structural
Equation Modeling approach, a functional analysis underlined by systemic
principles was conducted. Firstly, the issue of whether the influence
of students’ considerations of activity strategies on their decision
outcomes is truly moderated by their activity goal formations, if they
set highest-goals, is determined. Secondly, the issue of whether the
influence of students’ considerations of activity strategies on their decision
outcomes is truly mediated by their activity goal formations, if they
set best-goals, is also determined. Based on the findings, the conscious
goal-directed processes associated to the emergence of an individual’s
thoughtfully mastered learning activity and its consequence on
future design of systemic structural activity of individuals will be
established.
