The Influence Of Achievement Goal Orientation On Learning Immersion Experience In College Students:The Chain Mediating Effect Of Feedback-seeking Behavior And Metacognition

Learning immersion experience refers to the experience in which an individual is completely focused on the present moment in a learning activity accompanied by a high sense of pleasure and self-actualization,previous studies have shown that individuals with immersive experience can not only exert the best state,but also feel extremely pleasant emotional experience in activities,so it is called the optimal experience of individuals in activities by researchers.Immersion: The three prerequisites for creating an experience include motivation,immediate feedback,feedback,and perception,ability,and balance.Based on the theory of self-directed learning and immersion theory,this paper takes the feedback and metacognitive factors proposed by self-directed learning theory as the mediating variables in the learning process to explore how individuals with different achievement goal orientations affect the experience of learning immersion,and whether the feedback seeking behavior and metacognition play a role of chain mediation in the process.In this study,the questionnaires were distributed to 874 university graduates across the country using the maturity scale Performance Goal Orientation Scale,Feedback Seeking Behaviour Scale,Metacognitive Ability Scale for University Students and Learning Immersion Experience Scale for Adolescents developed by the previous researchers,and statistical methods were used to investigate the status of university graduates and test the hypothesis model on the recovered data,and the final research conclusions were as follows:(1)The mastery approach goal orientation dimension,the mastery avoidance goal orientation dimension,the performance approach goal orientation dimension,and the total score for feedback seeking behaviour,metacognition and learning immersion experience all showed moderate to high levels,while the performance avoidance goal orientation dimension of the university graduates’ performance goal orientation showed moderate to low levels.(2)In terms of demographic variables,there were significant differences in university graduates’ performance goal orientation in terms of gender,household location,subject category and autonomy of major choice;significant differences in university graduates’ feedback seeking behaviour only in terms of gender;significant differences in university graduates’ metacognition in terms of household location,subject category and autonomy of major choice;and significant differences in university graduates’ learning immersion experience in terms of gender,household location and subject category.(3)University graduates’ mastery approach goal orientation,mastery avoidance goal orientation,and performance approach goal orientation significantly and positively predicted learning immersion experience;performance avoidance goal orientation was not a significant predictor of learning immersion experience.(4)University graduates’ feedback seeking behaviour and metacognition partially mediated the relationship between mastery approach goal orientation and learning immersion experience;the chain mediation model of mastery approach goal orientation-feedback seeking behaviour-metacognition-learning immersion experience held true.(5)University graduates’ feedback seeking behaviour and metacognition partially mediated the relationship between mastery approach goal orientation and learning immersion experience;the chain mediation model of mastery approach goal orientation-feedback seeking behaviour-metacognition-learning immersion experience held true.Based on these results,it can be concluded that university graduates with mastery approach goal orientations and performance approach goal orientations are able to facilitate learning immersion experiences by promoting feedback seeking behaviour and using feedback information to enhance metacognition,confirming the positive significance of performance approach and self-directed learning literacy in producing optimal learning experiences.In view of these findings,this study proposes a number of recommendations for promoting convergent performance goal orientations and developing self-directed learning literacy from the perspectives of both university students and tertiary educators,so that individuals can have the best experience and perform at their best in their learning activities.