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<p>Open educational resources (OER) have the potential to serve as cost-effective alternatives to expensive textbooks and instructional materials; however, questions remain whether students are motivated to learn when financial barriers are mitigated. This study aimed to investigate college students’ profiles of achievement goals in OER-based courses. Following a person-centered analysis approach, this study conducted a latent class analysis (LCA, <i>N</i> = 247) to identify learner profiles of achievement goals based on the 3 × 2 model and examined in what ways profile-specific motivation traits contributed to students’ learning outcomes. The findings of this study revealed three distinct goal profiles, ambitious, independent, and indifferent group. Particularly, the indifferent group performed significantly lower than the other two groups. These results underscore the importance of nurturing students’ achievement goals within OER-based courses to unlock the potential of OER for fostering effective learning.</p>

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College Students’ Achievement Goals in OER-Based Courses: Insights from Latent Class Analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月8日

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  • Hengtao Tang,
  • Yan Yang,
  • Yu Bao

摘要

Open educational resources (OER) have the potential to serve as cost-effective alternatives to expensive textbooks and instructional materials; however, questions remain whether students are motivated to learn when financial barriers are mitigated. This study aimed to investigate college students’ profiles of achievement goals in OER-based courses. Following a person-centered analysis approach, this study conducted a latent class analysis (LCA, N = 247) to identify learner profiles of achievement goals based on the 3 × 2 model and examined in what ways profile-specific motivation traits contributed to students’ learning outcomes. The findings of this study revealed three distinct goal profiles, ambitious, independent, and indifferent group. Particularly, the indifferent group performed significantly lower than the other two groups. These results underscore the importance of nurturing students’ achievement goals within OER-based courses to unlock the potential of OER for fostering effective learning.