Intrinsic Orientation Profiles and Learning Mathematics in CAI Settings

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Abstract
The present study investigated the differential roles of intrinsic orientation profiles in predicting mathematics achievement of students exposed to computer-assisted instruction (CAI). Participants were 257 pupils in grades four through six. Results showed that children who preferred challenging tasks, liked to gain mastery, and were motivated by curiosity achieved significantly higher scores than their counterparts at the computer but not on a paper- and-pencil examination. In contrast, pupils who were independent with respect to their teacher’s judgment and who had self-criteria for success and failure tended to perform better on a paper-and-pencil test but not at the computer. The implications of these findings for future research are discussed.