ABSTRACT
This meta-analysis examines the correlation between goal orientation and related variables in online learning to examine the influence of individual goal orientation on online learning as well as the differences arising from diverse cultural backgrounds. The study analyzed 27 papers from 2000 to 2022, comprising 8 US and 19 Korean studies. The average effect size of goal orientation and related variables, such as learning satisfaction, self-efficacy, and task value, were also analyzed. In addition, moderating effect according to the country and type of goal orientation was examined to evaluate differences arising from cultures. It was found that learning immersion, learning participation, and intention to continue learning, showed a high average effect size with goal orientation, with the other related variables also demonstrating a significant average effect size. There was no moderating effect of the state in the relationship between goal orientation and academic achievement, although a moderating effect existed according to the type of goal orientation. Based on the results of this study, we analyzed the variables that can reinforce learning along with goal orientation in online learning situations. Therefore, our findings will help formulate various educational support directions that can lead students to successfully gain knowledge through online learning, which has been growing expeditiously in the wake of the COVID-19 pandemic.
