Examining the Effect of Goal-Directed Peer Feedback on the Goal Setting Skills and Goal Quality of Dutch Vocational Education Students: An Achievement Goal Orientation Perspective

Abstract

The present study examined the influence of achievement goal orientation on the effectiveness of goal-directed peer feedback in vocational education and training (VET), in which students train for practical, often technical occupations. VET students often lack motivation, which impacts their self-regulated learning (SRL) skills and is affected by their achievement goal orientation, i.e., their purpose behind achieving goals. Goal-directed peer feedback, i.e., exchanging feedback on personal goals, can support SRL and motivation. This underexplored field was investigated through a quasi-experimental research design with goal-directed peer feedback as independent variable, goal setting skills and goal quality as dependent variables, and achievement goal orientation as covariate. Achievement goal orientation was measured through survey, goal setting skills were measured through pre- and post-test surveys and goal quality through rubric scores. The study was conducted in a second-year course over four weeks with a control group (N = 15) and experimental group (N = 12). Results indicated no significant effect of goal-directed peer feedback on goal setting skills and goal quality, nor control by achievement goal orientation. Possible explanations include motivational and contextual factors as well as individual differences, which are to be considered in future interventions. Further implications, recommendations and limitations are discussed.