ABSTRACT
Faced with the turbulent mix of workplace change and cockpit automation, pilots need effective skills as learners. This paper presents initial findings from a longitudinal study that examined the relationships between pilots’ control beliefs, achievement goal orientations and academic and operational performance. The participants were 49 first and second year Bachelor of Science (Aviation) students from an Australian university. The three year undergraduate programme integrated fixed wing commercial pilot training with aviation university studies. The research aimed to extend current knowledge about self-regulated learning to the aviation academic, training and operational contexts. Measures of control adaptability (Strategic Flexibility Questionnaire) and achievement goal orientations (Achievement Goals Questionnaire) were administered at the beginning and middle of the year. Mean control and motivation scores were correlated to academic and operational performance. Results indicate that achievement goal variables predict achievement for first year students but executive control variables predict achievement for second year students. Changes in executive control and goal patterns across the semester appear little related to academic achievement and operational performance.
