Abstract—In this study we followed Information Systems students' performance in summative task in which they were required to demonstrate the knowledge gained during their studies and examined whether there is a connection between the extent of their investment in the task and the type of job they were assigned to after graduation. Data gathered on the extent of advanced technologies used by the students in their task, the time spent on the learning of the technologies used, the goals they were motivated by during the task and the job they found after graduation. Analysis of the data revealed 1) only a third of the students chose to invest time and efforts in learning new technologies 2) while all the students were motivated by performance goals, majority of high-achievers and few medium achievers were also motivated by mastery goals 3) students that invested more time and efforts in learning new technologies for their task found rewarding job while students who did not found less attractive jobs if any.

Index Terms—Summative task, self-regulated-learning, performance and mastery goals.

The authors are with Management Information Systems Department, the Max Stern Yezreel Valley College, 19300 Israel (email: ramir@yvc.ac.il).

Cite: Rami Rashkovits, Ilana Lavy, "The Added Values of Investing Efforts in a Summative Information System Task," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 6, no. 2, pp. 71-83, 2016.