Hui Zheng, Kaikai Chen, Yuqing Lin, Huaqiang Tang, Fanuel E. Utete, Xiaoyu Jia, Xinyu Li, Weijian Li
The purpose of the Experiment was to investigate the effect of different types of achievement goal orientation on learner’s study time allocation. This Experiment was conducted with a 2(achievement goal orientation: mastery goal, performance orientation) ×2(item reward: 1 point, 5 point) ×2(item difficulty: easy item, hard item) mixed design. The results showed that the performance orientation learners tended to select and allocate more learning time to 5-point items, but the mastery goal oriented learners did not show such selection bias. According to the ABR framework, mastery goal orientation learner developed a more flexible agenda.