Changing learning behaviour: Self-efficacy and goal orientation in PBL groups in higher education

•Goal orientations and learning behaviour change during instruction phase.•The relation between goal orientations and learning behaviour change over time.•National background leads to different orientations and learning behaviour.•Goal orientations significantly relate to deep learning.•Self-efficacy significantly relates to a mastery-approach.

Self-efficacy and goal orientation are important variables which affect student learning behaviour. To investigate the relationship between these variables and their effect on learning behaviour over time, a pretest–posttest non-equivalent group design with three repeated measures was used. During an 8-week period, student self-efficacy, goal orientation, and learning behaviour were measured using validated questionnaires among first-year higher education, mixed-nationality (Dutch and German) students in a problem-based learning context. Goal orientations were significantly related to deep learning, and self-efficacy was significantly related to a specific goal orientation, namely the mastery-approach. Mastery goal orientations decreased over time, while the surface learning behaviour increased. Significant differences were found between nationalities with respect to learning behaviour and goal orientation.