Making a connection between counter-knowledge and student achievement goal orientations

Résumé

In this paper, we have analyzed the relationships between an unlearning context andcounter-knowledge using an empirical study of 210 students in order to identifywhether the impact of unlearning on student achievement goal orientations (SGO)can be strength. The methodology used in this paper involves the construction andanalysis of three structural models. Whereas in the first model counter-knowledgeaffects SGO directly and indirectly via the intentional unlearning, in the second modelwe test a fully mediated models in which counter-knowledge only affects SGOindirectly via the intentional unlearning. In the third model we test a nonmediatedmodel in which counter-knowledge has only direct effects on the unlearning contextand the SGO. The first model fitted better than the other alternative models, whichmeans that counter-knowledge is an important trigger for unlearning as it contributesto a process of destabilization of the classroom environments