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The relation between goal orientation and students´ motivational beliefs and self-regulated learning
Abstract
The relations between three goal orientations and students' motivational beliefs and self-regulated learning were examined in a correlational study of 434 seventh and eighth grade students. Data were collected over two time points (fall and spring) within one school year with self-report questionnaires. Regression analyses revealed that adopting a learning goal orientation and a relative ability goal orientation resulted in a generally positive pattern of motivational beliefs including adaptive levels of task value, self-efficacy, and test anxiety, as well as cognition including higher levels of cognitive strategy use, selfregulation, and academic performance. Results showed that adopting an extrinsic goal orientation led to more maladaptive motivational and cognitive outcomes. These findings were replicated across three different academic subject areas of English, math, and social studies. Results are discussed in terms of the implications for goal theory.
... Later, perceived competence, commonly known as self-efficacy, was found to be an explicit predictor of achievement goals instead of a mediator (Cury et al., 2006). Previous studies have revealed that self-efficacy has negative links with performanceavoidance goals (Cury et al., 2006;Elliot & Church, 1997;Liem, Lau, & Nie, 2008) and positive associations with mastery and approach goals (Cury et al., 2006;Elliot & Church, 1997;Kahraman & Sungur, 2013;Kıran, 2010;Wolters, Shirley, & Pintrich, 1996). Additionally, goals affect learners' subjective values (Dweck & Elliott, 1983;Eccles et al., 1983), with general goals impacting specific goals (Wigfield, 1994b). ...
... Additionally, goals affect learners' subjective values (Dweck & Elliott, 1983;Eccles et al., 1983), with general goals impacting specific goals (Wigfield, 1994b). According to related literature, task-value positively relates to mastery and approach goals (Kahraman & Sungur, 2013;Liem et al., 2008;Senler & Sungur-Vural, 2014;Wolters et al., 1996). However, there is no consistency in the relationship between performance-avoidance goals and taskvalue (Kahraman & Sungur, 2013;Senler & Sungur-Vural, 2014). ...
... Specifically, students who perceive themselves as capable are more likely to take on challenging tasks and persevere in the face of difficulty, while those who doubt their abilities are likelier to avoid such challenges. Also, the result is parallel to the previous studies' findings (Liem et al., 2008;Sungur, 2007;Wolters et al., 1996). The study also examined the role of task-value in motivating student. ...
This study presents a proposed and tested model for achievement motivation. The model aims to broaden and tailors Dweck and her colleagues' framework. A path analysis was conducted to test the designed model to investigate the associations among students' beliefs, goal orientations, cognitive-behavioral processes, and achievement. The study posits that students' beliefs play a fundamental role in learning and were included in the model as implicit theories of intelligence, epistemological and motivational beliefs. Indeed, knowledge acquisition is a purposeful endeavor, and to understand why students engage in learning activities, learners' achievement goals have been incorporated into the model. Numerous cognitive and behavioral processes are involved in the learning process. To represent these processes, the model includes the use of cognitive and metacognitive learning strategies, as well as the procrastination of students. A total of 4510 seventh-grade middle school students attended the current study. The path analysis results revealed that the model explained 5% to 29% of the variance in the dimensions of achievement goals, 58% to 74% of the variance in the dimensions of learning strategies use, 38% of the variance in procrastination, and 20% of the variance in achievement. Also, the study concludes by proposing several suggestions to maximize the benefits of the results.
... In the field of cognitive science, academic achievement is often seen as behavior driven by cognitive factors [6]. With the development of cognitive science, many detailed theories can be used to explain the relationship between academic motivation and academic achievements, such as self-efficacy theory [7,8], achievement goal theory [9], and attribution theory [10,11]. Among them, self-efficacy theory is a significant theoretical seen as behavior driven by cognitive factors [6]. ...
... Among them, self-efficacy theory is a significant theoretical seen as behavior driven by cognitive factors [6]. With the development of cognitive science, many detailed theories can be used to explain the relationship between academic motivation and academic achievements, such as self-efficacy theory [7,8], achievement goal theory [9], and attribution theory [10,11]. Among them, self-efficacy theory is a significant theoretical foundation of social learning study in the 1970s. ...
There are limited studies on the impact of domain-specific self-efficacy on academic achievements. The geospatial thinking ability is paramount to understand the relationship between geographical self-efficacy and academic achievements in geography. This study aims to explore the mediating effect of geospatial thinking on the relationship between geographical self-efficacy and academic achievements, and the moderating role of gender and attendance type. A total of 749 Chinese high school students, working as participants, anonymously completed a questionnaire covering topics like geographical spatial thinking, geographical self-efficacy, academic achievements in geography, gender, attendance type, and place of residence. The analysis using MPLUS 8.3 software indicates that geographical self-efficacy significantly predicts academic achievements in geography. Geospatial thinking plays a significant mediating role in this pathway, with gender and type of attendance having moderating effects. This study enhances the understanding between domain-specific self-efficacy and academic achievements, providing crucial guidance for educational practices, such as emphasizing geospatial thinking training for high school students, focusing on encouraging female students, and properly scheduling rest times for boarders, which will significantly contribute to the sustainable development of geography education.
... A growth mindset is a motivation retainer that keeps learners motivated to study and achieve their goals, according to Prof. Carol Dweck's theory of mindset. Pintrich (1999), and Wolters et al. (1996), those who have a growth mindset are more likely to show intrinsic motivation. They are motivated by a desire to learn and advance their talents and view obstacles as chances for improvement. ...
... Individuals with a fixed mindset, on the other hand, could put a higher priority on performance results and endorse the learning process itself. The effectiveness of goal setting can be increased by adopting a growth mindset (Bostwick et al., 2020;Lerdpornkulrat et al., 2012;Wolters et al., 1996). People who embrace a growth mindset are better able to establish challenging, precise goals that push their limits. ...
In this study, mindset was examined about academic success, concentrating on fixed versus growth mindsets. Those who hold a fixed mindset believe that intelligence and abilities are fixed traits, whereas those who hold a growth mindset believe they can be developed through practice, effort, and effective learning strategies. Several studies conducted in educational settings have demonstrated that students with a growth mindset exhibit greater motivation, engagement, and resilience in the face of challenges. Failure (Dweck, 2013; Dweck & Leggett, 1988). In this study, we highlight the role of mindset interventions in promoting academic success by concentrating on targeted interventions and educational programs (Hochanadel & Finamore, 2015). It is important to provide effective feedback, emphasize effort and progress, promote a learning-oriented classroom, cultivate a growth-oriented mindset in teachers, and promote a culture of growth-mindedness in the classroom.
... In this regard, the existing literature primarily focusses on cognitive or behavioural regulations (i.e. effort regulation; monitoring) (Broadbent & Poon, 2015;Dent & Koenka, 2016), and the evidence on how the motivation regulation process is linked to academic outcomes in SRL remains scarce and dated in the higher education context (Pintrich, 2000;Pintrich & Blazevski, 2004;Reparaz et al., 2020;Wolters et al., 1996;Xu & Jaggars, 2013;Zhen et al., 2017;Zusho, 2017) despite that several researchers propose that motivational forces, such as goal orientation and self-efficacy, precede and guide cognitive and behavioural strategies, and have more substantial predictive power over learners' self-regulation on improving academic outcomes (Bouffard et al., 1995;Zheng et al., 2018). Further, the inconsistent results from the research on the cognition facet of learning in SRL are proven to be insufficient to guarantee university online learners' academic success (Broadbent & Poon, 2015;Wang, 2013), and neglecting the role of motivational regulations in SRL will impede the integration and advancement of knowledge in literature and lessens the practical value of the research findings (Zusho, 2017). ...
... That is, selfefficacy, as central to many motivational theories (Archer, 1994), motivates learners intrinsically to achieve specific learning goals and remain active in the learning process (Kolić-Vehovec et al., 2008). Literature reveals a positive relationship between learners' goal orientation and self-efficacy (Cho & Shen, 2013) across disciplines (Wolters et al., 1996) and learning contexts . Meanwhile, studies specify that goal orientation, particularly its mastery or performance goals, independently predicts learners' self-efficacy (Dull et al., 2015) with a distinctive predictive power (Dull et al., 2015;Zeidner & Stoeger, 2019). ...
The motivational basis of self-regulated learning lays a solid theoretical framework for education researchers to look closely at the learners’ intrinsic motivational factors in enhancing their academic outcomes. Particularly, learners’ motivation forces, embedded in the self-regulatory learning (SRL) process, have not been well researched in an online learning environment, yet the correlations to learners’ academic success. Hence, the current study employed 713 online university students and focussed on the motivational path rooted in the SRL model to elucidate the extent to which learners’ motivational forces contribute to academic achievements. The results indicated that learning goal orientation was positively correlated to academic outcomes, while this correlation was not found to be mediated by academic self-efficacy, engagement, and learning satisfaction in an online learning environment. Further, the correlation between learning goal orientation and learning satisfaction was found to be mediated by academic self-efficacy and learning engagement. Directions for future research on the motivational bases of self-regulated learning are discussed.
... In der bereits benannten Meta-Analyse konnten Rawsthorne und Elliot (1999) zeigen, dass lediglich Vermeidungsperformanzziele negativ mit Interesse und Freude im Zusammenhang standen. Ebenso konnte bei Schüler:innen, welche an Vermeidungsperformanzzielen orientiert waren, eine stärker ausgeprägte Prüfungsangst beobachtet werden, während an Annäherungsperformanzzielen orientierte Schüler:innen keine Zusammenhänge bei diesem Merkmal zeigten (Middleton & Midgley, 1997;Wolters, Yu & Pintrich, 1996). Annäherungsperformanzziele sind also im Vergleich zu Vermeidungsperformanzzielen nicht per se negativ behaftet und zeigen durchaus positive Zusammenhänge mit verschiedenen Leistungsindikatoren, wie Interesse, intrinsischer Motivation und dem beigemessenen Wert der Aufgabe (Harackiewicz, Barron, Tauer & Elliot, 2002;Middleton & Midgley, 1997;Schunk et al., 2008;Wolters et al., 1996). ...
... Ebenso konnte bei Schüler:innen, welche an Vermeidungsperformanzzielen orientiert waren, eine stärker ausgeprägte Prüfungsangst beobachtet werden, während an Annäherungsperformanzzielen orientierte Schüler:innen keine Zusammenhänge bei diesem Merkmal zeigten (Middleton & Midgley, 1997;Wolters, Yu & Pintrich, 1996). Annäherungsperformanzziele sind also im Vergleich zu Vermeidungsperformanzzielen nicht per se negativ behaftet und zeigen durchaus positive Zusammenhänge mit verschiedenen Leistungsindikatoren, wie Interesse, intrinsischer Motivation und dem beigemessenen Wert der Aufgabe (Harackiewicz, Barron, Tauer & Elliot, 2002;Middleton & Midgley, 1997;Schunk et al., 2008;Wolters et al., 1996). Rawsthorne und Elliot (1999) (Pintrich, 2000). ...
Die Dissertation geht der Frage nach, wie das Lernen im Sinne der Zielorientierungstheorie in den Mittelpunkt des Unterrichtsgeschehens gestellt werden kann. Hierzu wurde durch die Weiterentwicklung des bereits etablierten TARGET-Modells nach Ames (1992) zunächst eine belastbare theoretische Fundierung in Form des IBAS-Modells geschaffen. Das entstandene Modell wurde empirisch untersucht und durch ein Lehrer:innen-Trainingsprogramm in die Praxis überführt. Der entstandene Interventionsansatz verfolgte eine Doppelstrategie, indem einerseits motivationsförderliches Unterrichtshandeln und andererseits motivationsförderliche Zielorientierungen von Lehrkräften fokussiert wurden.
... Learning goal orientation was linked to the use of learning strategies, higher self-efficacy, and higher level of performance (Pintrich & Garcia, 1991). Furthermore, students' self-regulation and goal orientation are interwoven constructs that influence student learning (Wolters, Yu, Pintrich, 1996). Learning goal orientation is also an important personality predictor of self-regulated learning (Vandewalle, 2001). ...
... Perception of the task value and self-efficacy are usually positively correlated and are effective predictors of academic outcomes (Bong, 2004). Previous research suggests that task and is strongly associated with students' self-regulatory strategies (Pintrich & De Groot, 1990;Wolters et al., 1996). Students who convinced that the learning activities is important, appealing, and useful tend to be more engaged cognitively to learn, put in greater effort, and more persistent in completing the task of learning (Wolters & Rosenthal, 2000;Schunk & Zimmerman, 2007). ...
This study applies social capital theory, motivation theory, and systems theories to examine the role of the learning environment and motivation in learning to encourage self-regulation in learning especially effort regulation. This study examines the relationship among learning environment (i.e., student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity), learning motivation (i.e., learning goal orientation, task value, and self-efficacy), and self-regulated learning in effort regulation. This study also examines the mediating role of learning motivation on relation between learning environment and self-regulation in learning effort. Respondents were 307 students of undergraduate program on business, management, and economics in Yogyakarta and Bandung, Indonesia. Self-report questionnaires were administered to respondents during their regular class periods. Results revealed that students’ perception of learning environment on all dimensions were significantly related to learning motivation and self-regulation in effort regulation. Students’ perception of learning environment especially task orientation dimension was significantly influenced on three dimensions of learning motivation. The result of this study also indicated that learning goal orientation and self-efficacy are the mediating variables in the relationship model. These results supported many of the hypothesized relationships. Further explanations are discussed regarding both the expected and unexpected outcomes.
... -Identification of coaching goals: the targets that the coach tries to achieve by coaching teachers. This definition is based on the definitions of Bandura (1991), Butler (2005), and Wolters, Yu, and Pintrich (1996). According to Butler (2005), goals play a central role in self-regulatory models since the whole process is goaloriented. ...
... According to Butler (2005), goals play a central role in self-regulatory models since the whole process is goaloriented. Wolters, Yu, and Pintrich (1996), on the other hand, said that "goals represent the very specific purposes that individuals are striving for in a specific setting" (p. 212). ...
This research aims to respond to three questions : during the coaching in a school, how the process of teacher’s coaching is going? how the process of teacher’s coaching is related to the coach individual characteristics? how the process of teacher’s coaching is related to the characteristics of the school context?
To that end, an embedded multiple case study (Yin, 2003) was conducted with two coaches who each coached a team of female teachers in a school. Data collected through interviews, observations, and literature were analyzed using the mixed coding method (Miles & Huberman, 1994; 2003, Van Der Maren, 1996).
The results documented aspects of the two coachs’ coaching process: complex, dynamic, oriented, precise and agentive. It showed an interrelation between the coaching process carried out and, above all, the conceptions of the coaches and their perceptions of the school context. Finally, the results showed the role played by the school principal in the coaching process.
The results show how important it is for the coach to control his coaching process in relation to the teachers and the school principal. Better collaboration can lead to better engagement on the part of teachers.
... Empirical studies showcase the role of school-level (Maehr & Midgley, 1996;Vedder-Weiss & Fortus, 2011) and classroom-specific motivational norms for shaping students' mastery goal endorsement (Ames & Archer, 1988;Meece, 1991;Patrick et al., 2001;Turner & Patrick, 2004). Research also evidences the variation of individual students' achievement goal espousal for different domains (Bong, 2005;Wolters et al., 1996), tasks within a domain, (Belenky & Nokes-Malach, 2013;Meece, 1991;Veermans & Tapola, 2004), and across grade-level and school transitions (Anderman & Midgley, 1997;Urdan & Midgley, 2003). There is extensive AGT literature that theorizes the contextual influences on mastery goal espousal. ...
Recent science education reforms call for greater integration of scientific practices, such as inquiry and constructing models, which may have implications for students' meaning-making of mastery-approach goals. Yet, limited achievement goal theory (AGT) research has been conducted in these new learning environments. The present study addressed this gap by examining students' constructed meanings of mastery-approach goals across inquiry and traditional contexts. Further, we applied a sociocultural perspective of AGT by situating meanings in the values and expectations of each context. Participants were 73 seventh graders from five science teachers' classrooms (two traditional classrooms, three inquiry classrooms). Students were interviewed and qualitative thematic analysis was conducted for students' mastery goal meanings based on three framings drawn from prior AGT research: thoroughly understanding, improving, and mastering. A total of 19 themes emerged reflecting students' espousal of a diversity and range of mastery meanings. Frequency and chi-square analyses distinguished the prevalence of each theme by curriculum context. Results suggest students' mastery constructions are contextualized in cur-ricula, with a majority of inquiry students emphasizing "knowing deeply," including in disciplinary and prosocial ways. Correspondingly, accepting teachers as authority was emphasized in traditional contexts. Methodological and theoretical implications of this sociocultural approach are discussed.
... Why do students want to participate in immersive, time intensive, independent projects, such as the CURL Fellowship? Research on goal orientation theory suggests two main tendencies that may be exhibited by individuals: 1) an inclination to be focussed on mastery and learning of the material, or 2) an inclination to be focussed on demonstrating one's ability and performance in relation to others (for a review of goal orientation theory, see Wolters, Yu, & Pintrich, 1996). Kardash (2000) noted that a desire for novel and deep learning and self-directed learning was often cited by students as motivation to participate in independent research study-a desire that was also reflected by the student responses in our study. ...
To cultivate a learning environment promoting meaningful engagement with research, Huron University College—a small, primarily undergraduate liberal arts institution—launched the Centre for Undergraduate Research Learning (CURL). One major initiative of CURL's pilot phase was to fund extracurricular research opportunities (Student Fellowships) for undergraduate students. These projects enable students to conduct independent research projects with the guidance of a faculty mentor. The current paper presents the findings from a case study of the first four CURL Student Research Fellowship award recipients and their faculty mentors, using the concept of transformative experience (Heddy and Pugh, 2015) as the lens to conduct a content analysis of participant interviews. Our findings show evidence of substantive dialogue and active collaboration between students and their faculty mentors, providing a safe space for students to experiment, explore and develop their research skills. The students articulated development of specific skills related to research process, connection between theory and practice, as well as personal intellectual and interpersonal gains, which are suggestive of a transformative experience in progress. Although this paper reports on a limited sample, the findings may provide insight into the potential transformative impact of mentored undergraduate research experiences in the liberal arts.
... Speci cally, mastery-oriented students often use cognitive and metacognitive strategies to master the task and learn in depth [27,38,40]. Performance approach goals are also related to strategy use [50], whereas performance avoidance goals are related more to cognitive strategies [10,13]. ...
Achievement Goal Theory is an approach that interprets academic attitude and behavior toward the learning process in an academic environment. The current study explores the relationships among perceived teachers' goals, achievement-goal orientations, self-efficacy, and their effects on cognitive and metacognitive strategies in writing. The participants ( N = 2049) were students in secondary junior and senior high school, completed self-report questionnaires (Greek version of Patterns of Adaptive Learning Scale) measuring achievement goal orientations, perceived teachers' goals, self-efficacy, cognitive and metacognitive strategies in writing (Baker & Boonkit). Structural equation modeling was applied, specifically, a multiple-indicator multiple-cause model, to examine the relationship among the variables under study. The findings from the current research highlight the crucial role of goal orientations, especially mastery goals. Mastery, performance-approach goals and self-efficacy directly predict writing strategies. On the other hand, the perceived teacher goals predict student goal orientations, and specifically, perceived mastery teachers' goals predict students' mastery goals and self-efficacy and, interestingly, predict writing strategies. Perceived performance teachers' goals predict both types of students' performance goals, while the perceived performance avoidance teachers' goals are negatively associated with self-efficacy. The findings are interpretable and consistent with previous reports in the literature, contributing to both theory development and practical implications.
... In this article, we examine academic self-efficacy (ASE) and intrinsic goal orientation (IGO) of students, that are known to be important for children's motivation to learn and thus their academic success (Wolters et al., 1996). Further, these are pliable, and teachers and school environment can shape these (Ames, 1992;Gutman & Schoon, 2013). ...
... Considering individual differences, feedback orientation was positively related to learning goal 27 FEEDBACK ORIENTATION META-ANALYSIS orientation and ego enhance motivation, and negatively related to ego defense motivation. Goal orientation is related to self-regulated learning (Wolters et al., 1996) and how employees engage with feedback (VandeWalle et al., 2001). Specifically, those with a learning goal orientation are expected to have an adaptive response to feedback, likely due to their innate desire to pursue alternative strategies after experiencing failure (VandeWalle et al., 2001). ...
Feedback orientation reflects an individual difference in one’s receptivity to feedback. We present the results of a meta-analysis of the feedback orientation literature. Based on k = 46 independent samples, representing n = 12,478 workers, meta-analytic results suggest that feedback orientation is positively related to learning goal orientation (rc = 0.39), job satisfaction (rc = 0.33), work performance (rc = 0.35), and feedback seeking (rc = 0.43). Meta-analytic regression and dominance analysis was used to tease apart how related informal feedback constructs (i.e., feedback seeking, feedback environment, & feedback orientation) aid in the prediction of outcomes, above and beyond two established predictors of job attitudes and work performance: role clarity and leader-member exchange. We also present an interactive exploratory data analysis tool to aid in developing future research questions regarding the connection between informal feedback constructs and work outcomes. To illustrate the use of this tool, we present the results of an exploratory, theory-based test of the linkage between feedback orientation, feedback seeking, and job satisfaction. The results of this meta-analysis help illustrate how employees experience informal feedback at work, and how feedback orientation may be theoretically differentiated from related informal feedback constructs.
... Assist pupils in reframing fixed mindset or negative self-talk into growth mindset statements. Create a culture where students speak positively to one another and encourage one another (Garca & De Caso, 2004;Koul et al., 2012;Myers et al., 2016;Wolters, 2004;Wolters et al., 1996). ...
This research paper emphasizes the importance of cultivating a growth-oriented mindset in educational settings. A growth-oriented mindset believes that intelligence, abilities, and talents can be improved through effort, perseverance, and effective strategies. It explores the differences between a growth mindset and a fixed mindset and their implications for learning, motivation, and achievement. Strategies include providing constructive feedback, emphasizing effort and process, teaching metacognitive skills, promoting a supportive classroom climate, and integrating mindset interventions into the curriculum. The paper also examines empirical studies on the positive effects of mindset interventions on students' academic performance, motivation, resilience, and attitudes towards learning.
... In a social context, intrinsic motivation is favourable. In contrast, extrinsic motivation is negatively or weakly associated with outcomes (Cecere et al., 2014;Lepper et al., 2005;Wolters et al., 1996). ...
Commercial marketing literature highlights benefits from brand advocates who recruit and promote in the interest of the commercial entity. However, a similar focus is lacking on how advocacy can extend the effectiveness of social change initiatives. We utilise a case study to demonstrate the benefit of social advocacy and its impact on behaviour change, and thereby propose an advocacy model. To develop this conceptual model, we discuss several key areas; behaviour change and advocacy, advocate identification, and how to influence advocacy within communities and individuals. This research provides a guiding framework for practitioners to develop programs and interventions with advocacy triggers and strategies to enhance the longevity and effectiveness of social change programs through participant-based advocacy. Thus, giving intervention programs in a variety of organisational structures e.g. non-profit, corporate, government etc. a specific model to increase the effectiveness of social programs. Our paper extends behaviour change literature by leveraging social marketing concepts to modify and extend the transtheoretical model.
... Drawing on studies about other non-student populations, favorable associations have been found with this class of goals and learning strategies as well as learning gains (see Payne et al., 2007). In the case of students, learning goals have been linked to learning engagement in the form of deep processing, cognitive strategies, persistence, and effort (Diseth, 2011;Elliot & McGregor, 2001;Elliot et al., 1999;Wolters et al., 1996). Consequently, for academics in PD courses, we expected learning goals to be positively associated with learning engagement and learning gains. ...
... Meanwhile, motivational factors could interact with cognitive, behavioral, and environmental factors to influence self-regulated learning Schunk, 2005). For example, existing studies have documented that students' intrinsic and extrinsic goal orientation are closely associated with self-regulated learning strategies (Cai et al., 2022;Haw & King, 2022;Wolters et al., 1996). Evidence from Western cultures indicated that intrinsic goal orientation generally facilitates the use of sophisticated strategies, while extrinsic goal orientation makes students feel controlled and hinders self-regulated learning (e.g., Pintrich & de Groot, 1990;Walker et al., 2006). ...
The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most widely used instruments to measure students' motivation and self‐regulated learning. However, the MSLQ was developed and has been predominantly used in the Western context, is a domain‐general measure, and is quite lengthy. Hence, adapting the MSLQ to the Chinese educational context, validating its application in specific subjects, and developing a short form would be an optimal way to improve its accessibility. This study aimed to investigate the psychometric properties of the Chinese version of the MSLQ in mathematics learning (i.e., MSLQ‐C) and develop a short form (i.e., MSLQ‐CS) using set exploratory structural equation modeling. The sample consisted of 563 senior secondary students in China. Results demonstrated that both MSLQ‐C and MSLQ‐CS showed acceptable construct validity, reliability, and concurrent validity. Furthermore, structural relationships and interrelationships among the subscales and their relationships with mathematics achievement were highly similar for MSLQ‐C and MSLQ‐CS. Theoretical and practical implications are discussed.
... En este sentido, se destaca la importancia del valor de la tarea, dado que esta puede entenderse como un incentivo que le permite al estudiante participar en actividades académicas, en cuanto se relaciona con el reconocimiento que el estudiante realiza sobre la utilidad de la tarea, el interés y la importancia percibida. Así mismo, la autoeficacia académica puede interpretarse como el conjunto de convicciones subjetivas desde las cuales el estudiante considera que puede llevar a cabo una tarea de acuerdo con unos criterios dados (Bong, 2004;Schunk, 1991;Woiters et al., 1996). En relación con la escala de estrategias, es importante señalar que para diferentes investigadores a nivel del aprendizaje autorregulado, se evidencia la necesidad de hacer un uso integrado de diferentes tipos de estrategias entre las que se encuentran: las estrategias cognitivas, metacognitivas, de gestión de la información y motivacionales (Boerkaerts, 1997;Dignath et al., 2008;Mayer, 2008;Mohammed, 2016). ...
La presente investigación tuvo como objetivo establecer los cambios en algunas variables que influyen en la conducta de estudio (motivación, uso de estrategias de aprendizaje, estilo atribucional y funciones ejecutivas) a partir de la estrategia conocida como «pruebas de práctica» en una muestra de estudiantes universitarios. Investigación descriptiva transversal con pretest y postest. La muestra estuvo integrada por 28 estudiantes adscritos a un programa de pregrado en Psicología. Entre los instrumentos empleados se utilizó la medida de motivación y uso de estrategias (MSLQ) en su versión en español para habla hispana (CMEA), la escala de estilo atribucional (EA) y la batería de funciones ejecutivas (Banfe2). La intervención mediante pruebas de práctica, no permitió establecer diferencias estadísticas significativas para las variables evaluadas de motivación y uso de estrategias, estilo atribucional y funciones ejecutivas, salvo en el caso de las funciones ejecutivas a nivel de subhabilidades de naturaleza dorsolateral, por lo que queda el interrogante indicado, acerca de sí las pruebas de práctica sean la estrategia de aprendizaje más efectiva, como ha sido señalado por diferentes investigadores en el campo de los trabajos en metacognición.
... The areas of motivation that have shown a relationship with self-regulated learning include goal orientation, interest, intrinsic motivation, task value, causal attributions, and self-efficacy (Pintrich & De Groot, 1990;Pintrich, 2000;Wolters & Yu, 1996;Wolters, 1998;Zimmerman, 2011). These areas of motivation are typically broken into two components called value and expectancy. ...
With the rise in online course offerings, coupled with the growth in online course enrollment, it is surprising that drop-out rates among online courses are higher than in face-to-face courses. This has placed an importance on understanding what contributes to successful learning in online courses and how to address student needs to increase student success. Theories and conceptual models supported by research have explained the complexity of self-regulated learning and the important role metacognition and motivation play in the processes within self-regulated learning. Researchers continue to explore the interconnected relationship within the multiple constructs of self-regulated learning and academic success and its importance in online learning. It is important that instructors have an understanding of the many areas that influence student learning. Through a holistic approach addressing individual difference in supporting students' needs, instructors can encourage the development of self-regulated learning skills through scaffolding different experiences involving instruction.
... Specifically, we argue that students with stronger learning goal orientation are more likely to be engaged. Namely, when students adopt a learning goal orientation, they become focused on the development of competences, task mastery, and mastery and learning of the material (Wolters et al., 1996). Students are thus seeking challenging tasks and maintaining tenacious efforts to learn also under difficult conditions, as a challenging task provides a means to develop their skills and knowledge (Hirst et al., 2009). ...
Students' engagement in their studies during their time at university is a fundamental building block of a high-quality learning experience. In this paper, we investigate learning goal orientation as a predictor of student engagement in the context of higher education. Moreover, we examine whether the perception of feeling envied mediates this effect and investigate the moderating effect of ethical climate in this regard. The proposed moderated mediation model was tested on a sample of 230 business students. Results reveal that learning goal orientation is positively related with study engagement and that feeling envied mediates this relationship. We also affirm the moderating role of ethical climate in the relationship between learning goal orientation and study engagement. Specifically, in schools where the climate is perceived to be more ethical, student engagement is higher, regardless of how envied students feel. The paper concludes with a list of practical implications that may serve educators in their attempts to create conditions that foster students' engagement in class.
... Literature review indicates that several factors ( Fig.1) influence academic performance. (Pike and Kuh's ,2005;Singh, Granville & Dika ,2002;Graetz ,1995Corno & Mandinach, 2004Hijazi and Naqvi ,2006;Rogaten & Moneta ,2016;Mckenzie and Schweitzer ,2001;Shahzadi and Ahmad ,2011;Wolters, Yu, & Pintrich, 1996). Advocates of using SNSs for educational purposes predict that social networking technologies will positively transform the way student learn and construct meaning, collaborate over projects, share resources and create new knowledge. ...
2000-2010 was the period of development of web 2.0 which could allow for growth and sustenance of social networks and hence, it was during this period that there was a boom of Social Networking Sites (SNSs) which are now seamlessly woven into the daily lives of about 2.62 billion people around the globe. Availability of cheaper smartphones, affordable and faster internet services have increased the reach of internet; with reports of Internet And Mobile Association of India (IAMAI) providing an estimate of approximately 456 million mobile internet users in India by June 2018.Teenagers, young adults are identified as the most prolific users of internet and SNSs thereby increasing the concerns to understand ways in which SNSs are influencing and shaping the world of the Net Generation students. It is important to understand how students can leverage social networking technologies to enhance interaction among themselves, with their teachers, and use it for knowledge sharing. The aim of this review is to understand the positive and negative effect of SNSs on the academic performance of the students, to figure out which aspect significantly influence the academic performance and to propose solutions to mitigate identified negative effects.
... We conceptualize that personal striving, as shown in Figure 6, could act as a direct source of information, governing both motivation and self-regulatory processes (e.g., a person's evaluation), which in turn would assist a person with their development and setting of GsBP. From our consideration, encouragement of personal striving (e.g., the use of verbal discourse to encourage a student to strive for optimal learning experience in Psychology) may motivate a university student and assist him to self-regulate his learning patterns (e.g., a student may evaluate and monitor their GsOB -for example, is he/she on track?) (Wolters et al., 1996;Zimmerman and Risemberg, 1997;Zimmerman and Schunk, 2001;Schunk and Zimmerman, 2013), resulting in the planning, anticipation, and construction of GsBP. ...
The paradigm of positive psychology is significant in introducing positive psychological concepts such as “flourishing,” “optimal best,” and “a state of flow.” In terms of research development of positive psychology, the researchers of this article have made extensive theoretical, empirical, and methodological contributions by advancing the study of optimal best. One aspect of this research, notably, consists of advancement of the psychological process of optimization. Optimization, in brief, provides a theoretical account into the “optimization” of a person’s state of functioning. Non-academically, a Buddhist nun’s seeking to successfully achieve an optimal state of enlightenment or, academically, a first-year student’s seeking to achieve an A grade in Psych 101 would require some form of optimization. Recent research development has, interestingly, considered a related concept known as “goals of best practice” (GsBP), which may co-exist with the process of optimization and/or assist to account for the optimization of learning experiences. This conceptual analysis article, by utilizing the paradigm of philosophical psychology, advances the study of optimal best practice by focusing on three major aspects: (i) to consider conceptually and philosophically how and/or the extent to which GsBP could, in fact, relate to the nature of flow, flourishing, and optimal best; (ii) to consider a methodological account, which could help to measure and assess the concept GsBP; and (iii) to consider the potential practicality of GsBP in educational contexts, which may assist to facilitate and motivate the achievement of optimal best. These three aspects, we firmly believe, are of significance as they provide grounding for implementation and continuing research development into the area of best practice.
... Motivation refers to what a person will attempt, while ability is defined as what a person can do [55]. Playful activities can have a positive impact on learning, intrinsic motivation [1]. ...
Self-regulated learning depends on task difficulty and on learners’ resources and cognitive load, as described by an inverted U-shaped relationship in Seufert’s (2018) model: for easy tasks, resources are high and load is low, so there is no need to regulate, whereas for difficult tasks, load is too high and resources are too low to regulate. Only at moderate task difficulty do learners regulate, as resources and load are in equilibrium. The purpose of this study is to validate this model, i.e., the inverted U-shaped relationship between task difficulty and self-regulatory activities, as well as learner resources and cognitive load as mediators. In the within-subject study, 67 participants reported their cognitive and metacognitive strategy use for four exams of varying difficulty. For each exam task difficulty, cognitive load, and available resources (such as prior knowledge, interest, etc.) were assessed. Multilevel analysis revealed an inverted U-shaped relationship between task difficulty and the use of cognitive strategies. For metacognitive strategies, only a linear relationship was found. Increasing cognitive load mediated these relationship patterns. For learner resources we found a competitive mediation, indicating that further mediators could be relevant. In future investigations a broader range of task difficulty should be examined.
Internationalisation trends in higher education have catalysed the rapid growth of English medium instruction (EMI). A central question in EMI research is whether students can process content knowledge in depth when it is taught through a language that they have limited proficiency in. Previous studies have primarily examined the impact of EMI on content learning products (e.g. academic grades) with few investigations into learning processes. The present study explores the extent to which students report using deep-level strategies (e.g. elaboration, organisation, and critical thinking) for processing content knowledge in EMI lectures, and whether such strategy use is related to students’ English listening proficiency and motivational beliefs. A mixed-methods design was used, collecting questionnaire responses from 316 students and conducting semi-structured interviews with a subsample of 35 students at an EMI university in China. The findings highlight students’ self-efficacy and intrinsic learning goals as stronger predictors of deep processing strategy use than listening proficiency. Low-proficiency students were found to engage in more laborious previewing than their highly proficient peers. Such previewing appeared to help them develop schemata for activating in-class deep processing of content. The study offers implications for programme designers and lecturers on scaffolding meaningful content learning in EMI settings.
In this study, the understanding of self-regulated learning as one of the key
competences in contemporary education was based on Pintrich’s model of
self-regulated learning. The goal was to examine the links between different
motivational orientations and learning strategies among university students
in Serbia and explore the relations between these variables on the one hand
and academic achievement, gender, field of study, and year of study on the
other. A total of 520 students enrolled in art, science, and social science
studies at universities in Belgrade, Novi Sad, Niš, and Kragujevac filled
out the Motivated Strategies for Learning Questionnaire (MSLQ). The obtained
data were processed via a factor analysis, correlations, and non-parametric
tests. We isolated six factors, including Self-Confidence and Orientation
Towards Understanding, Elaboration and Metacognitive Self-Regulation
Strategies, Critical Thinking and Orientation Towards Expanding Knowledge,
Orientation Towards External Criteria Accompanied by Self- Discipline,
Anxiety, and High Learning Motivation and Dedication to Achieving the Set
Goals. The application of metacognitive self-regulation strategies could be
linked to both intrinsic and extrinsic motivation. Students oriented towards
external criteria exhibited higher levels of academic achievement. We
identified gender differences in the application of elaboration and
metacognitive self-regulation strategies in terms of learning motivation and
anxiety levels. Art students were more prone to the use of the critical
thinking strategy compared to science and social science students. In this
paper, we highlight practical implications related to designing
self-regulated learning courses for university teachers and students, along
with recommendations for future research.
Students who are intrinsically motivated will frequently perform better than those who are not. This paper examined the relationship between motivational belief strategies and digital literacy in digital learning among university students. Motivational belief is an intrinsic motivation that encourages an individual to self-motivate through specific strategies. This paper has its aims to contribute to assisting students, and academics in utilizing the right motivational strategies to elevate students' digital literacy. Although there is a plethora of studies given students' motivation, studies of motivational belief strategies for elevating digital literacy are still rudimentary. To achieve the research aim, three hypotheses were formulated. A total of 583 respondents were analysed empirically using structural equation modeling-partial least-squares analysis. The findings of the study corroborate a positive and significant relationship between motivational belief strategies and digital literacy competency which signifies the important role of self-motivation in promoting digital literacy as well as preparing students to be a part of the digital future.
This article introduces activity theory and how it can be employed to instruct the topic of straight-line equations in a plane - Geometry 10. Using the activity theory approach, we studied and developed a teaching process. The procedure is divided into three stages: Phase 1: Motivation and goal orientation, in which teachers present situations to attract students to the lesson; Phase 2: Knowledge formation, in which students engage in a variety of learning activities to build the knowledge they need to learn; Phase 3: Practice and consolidation, in which many exercises are assigned to students to solve in order to consolidate their knowledge and assist teachers in detecting and correcting students' misconceptions. To examine the effectiveness of applying the proposed three-phase model, we used a two-group pretest-posttest experimental model to determine whether or not teaching with the activity theory approach is more effective than the traditional teaching method by testing four research hypotheses. The experimental teaching took place in the Mo Cay district of Ben Tre province, Vietnam. Both the experimental and control classes began with the same level of mathematics, which was then tested using inferential statistics. After completing the pedagogical experiment, we discovered that students in the experimental class who were taught using activity theory achieved better learning outcomes than students in the control class, who were taught using the traditional teaching method; in the experimental class, the number of weak students decreased in comparison to the original; however, the number of good students did not increase. This is an issue that requires further studies to find ways to influence a wide range of students with different levels of mathematics so that the effectiveness of teaching according to the activity theory approach is improved.
Chapter 2 first provides the related theories and models of SRL that are the theoretical framework of studying motivational regulation. The chapter highlights social cognitive learning theory and two models of SRL based on this theory. One of the models discussed is Zimmerman’s social cognitive model of SRL, which is based on Bandura’s social cognitive learning theory. The other is Pintrich’s general framework of SRL, which also derives mainly from the social cognitive approach. The chapter then emphasizes the development of the related research about motivational regulation. The research contained studies on motivational regulation strategies used by learners and their relationship with other components of SRL as well as academic achievement. The strategies identified in previous studies include attempts to regulate various motivational beliefs and personal interest in the task as well as the students’ management of their affect, environment, and behavior. Motivational regulation helps students to provide effort and persist at academic tasks and to avoid maladaptive academic behaviors. Students’ regulation of motivation is related positively to the more cognitive and metacognitive aspects of students’ SRL. Students’ ability to control aspects of their motivation through the use of various strategies can impact on their academic learning and achievement. Students who use motivational regulation strategies are more likely to get better grades than students who do not regulate their motivation. Other components of SRL, including motivational components and self-regulated learning strategies are also reviewed to offer support for the empirical study of motivational regulation framed in SRL.
This study investigates goal orientations, and self-regulated learning (SRL) strategies, particularly for differential equations (DEs) based problem-solving. Two adapted self-designed questionnaires for goal orientations, and SRL and an assessment test containing five self-developed DEs tasks were distributed among 430 students studying in inter-colleges. Collected data was further examined through SPSS and Smart PLS software. Initially, direct effects of goal orientations (mastery, performance, and avoidance goal) and SRL (elaboration and critical thinking) were considered. Findings revealed that mastery, avoidance goals, and elaboration had a significant direct effect on DEs’ problem-solving. However, no such effect was observed for performance goals and critical thinking. Similarly, it was revealed that only elaboration had the role of mediation for both mastery and performance goals. Likewise, in the case of critical thinking, no significant effects were observed. The current study confirmed that goal orientations and SRL strategies influence DE problem-solving. Therefore, educators and teachers may structure their classroom activities to review and incorporate these learning strategies, which will enhance students’ internal motivation, resulting in significant improvement in their problem-solving ability.
Research supports the role of teacher–student relationships (TSRs) in supporting adaptive behavioral and emotional outcomes for students. The present study considered achievement goals (mastery and performance) as mediators between the TSR and behavioral/emotional risk (BER) to further understand the process by which this relationship exists. Based on self-reports from a sample of 1206 predominantly Latina/o/e middle school students, a mediational relationship was identified. More specifically, teacher caring was a positive predictor of both mastery and performance goals. Mastery goals were negatively linked to BER, whereas performance goals were positively linked to BER. A partial mediation model was supported, with a direct, negative link between teacher caring and BER remaining even after accounting for the mediational effects of achievement goals. Implications are discussed in the context of prevention efforts to support student mental health in schools.
Online education is one of the most dynamic and enriched forms of learning available today. The aim of the present study is to reveal the self-regulated learning levels of pre-service teacher and to determine whether these levels change in terms of their gender and class. The sample of the study consists of Aksaray University Educational Sciences Department students who received online education due to the COVID-19 global epidemic in the 2020-2021 academic year. The data of the study were collected with the “Self-Regulation in Self-Paced Open and Distance Learning Environments Scale.” The first result of the study revealed that the self-regulated learning levels of the participants were close to medium. The self-regulation scores of male students receiving online education at university were also found to be significantly higher than the scores of female students. The final result obtained from the research is the existence of a significant difference between grade level and self-regulated learning skills.
For decades, achievement goal theory has been extensively used, but empirical research still requires a clearer understanding of the underlying factors conceptualized and measured during secondary school periods. In light of the increasing use of longitudinal studies in motivation research, this study aims to investigate the longitudinal measurement invariance of the Achievement Goal Questionnaire (AGQ) with the longitudinal panel data of 5071 adolescents. Findings support the consistent use of the 2×2 model across eighth to eleventh grades, although inter-factor correlations were inflated at eleventh grade. Partial strict longitudinal measurement invariance was supported for testing equivalence between the tenth and eleventh grades. Regarding the relations to other variables, the four individual factors of achievement goals have distinct properties in relation to other variables as theoretically hypothesized; and the patterns of the relationship were stable from eighth to eleventh grades.
This qualitative study aimed to investigate the influences on 32 rural Iranian high school students’ adoption of achievement goals. To this end, the high school students took part in individual semi-structured interviews. The outcomes indicated the high school students’ goal orientation adoption was impacted by a host of significant individuals in four contexts: (1) school (e.g. teachers, classmates), (2) family (e.g. parents, relatives), (3) rural community (e.g. neighbors and rural university graduates) and (4) media (e.g. counselors on TV). Likewise, various factors (i.e. social, psychological, economic, educational, rural, biological and religious) also appeared to influence their achievement goal adoption. Results may have implications for various stakeholders such as educational authorities, policy makers, researchers and significant others (e.g. teachers, counselors, parents, among many others).
This study explored whether participation in a high school STEM game design enrichment program influenced students’ discussions of their project goals and success. In our sample, seven students participated in the game design program, while ten received traditional instruction. Post-interviews were conducted using a semi-structured protocol in order to capture students’ lived experience in a rich, meaningful way. Transcripts were qualitatively coded by two researchers. Connections between codes were analyzed using epistemic network analysis. Based on experience grouping, we investigated whether there was a difference in how students discussed 1) their projects? and 2) their success? Our findings revealed that students who received traditional instruction discussed performance goals, while game design participants discussed learning goals. Game design participants also discussed persistence in relationship to their success; the traditionally instructed students did not attribute their success to persistence. Overall, our combined results indicate that students who received traditional instruction were performance-oriented, while game design participants were mastery-oriented. Designing STEM games is one potential method for helping students develop the mastery orientation that they need for success in future STEM careers and for their future in general.
The main purpose of this study was to examine differences in male and female teachers’ beliefs about their math instruction, and the relationship between boys and girls math achievement and teachers’ beliefs. The samples were primary mathematics teachers (N=521) and Year 2 and Year 3 students (N=9980) from 127 schools. A questionnaire was used to examine primary math teachers' goal structure for students, approaches to instruction, and personal teaching efficacy. Students’ math achievement was assessed by national diagnostic math tests. The teachers were generally oriented towards mastery goals and mastery approaches to instruction, and reported high personal teaching efficacy. However, female teachers report somewhat higher levels of mastery goal structure for students and mastery approaches to instruction, while male teachers report a somewhat higher level of performance approaches to instruction. Positive relations between students' math performance and teachers’ mastery orientation, mastery approaches to instruction, and teaching efficacy were also found. These relationships were somewhat stronger for girls than for boys. In conclusion, the relationship between teachers’ beliefs and students’ performance were different for male and female teachers, respectively. In future studies qualitative research methods should be included. Key words: mathematics achievement; primary school; teachers’ beliefs.
Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.
This study investigated changes in students’ achievement goals as a result of their participation in academic summer programs for advanced learners. Researchers examined whether the type of classes, assigning grades, student gender, classroom autonomy support, and instructor’s implicit theories of intelligence (mindset) moderated student change trajectories in achievement goals. Multilevel multivariate model for parallel growth processes was selected for the analyses. There was no change in mastery goals. Endorsement of performance-approach goals decreased, whereas performance-avoidance goals increased significantly. Gender had a significant effect on the level of performance avoidance but did not affect the change in performance goals. Students in classes that were graded demonstrated significantly greater increase in performance avoidance and greater decrease in performance approach over time than their peers in classes without grades. Teacher mindset, the type of classes, and autonomy support did not affect changes in performance goals.
Studies show that retrieval practices such as homework assignments that are completed during the encoding phase of learning benefit knowledge acquisition and retention. In addition, desirable difficulties, which are strategies that intentionally create a greater challenge during initial learning to enhance encoding and retrieval pathways, also benefit learning long term. Our objective was to determine whether weekly homework questions intended to create desirable difficulties by requiring higher-order cognitive skills (HOCS) benefited students’ long-term retention of physiology concepts compared to questions designed to require lower-order cognitive skills (LOCS). Undergraduate students in a junior-level animal physiology course were presented information during weekly laboratory periods, and then required to complete retrieval practices in the form of online homework assignments 5 d after each lab. Homework questions were formatted per Bloom’s Taxonomy to require HOCS (i.e. level 4 or 5) or LOCS (i.e. level 1 or 2). Information retention was assessed the next week via performance on an in-class quiz and again at semesters’ end via performance on a final practical exam. We observed no differences in performance on the in-class quiz or final practical exam between students randomly assigned to complete homework with HOCS questions compared to LOCS questions. However, students that received homework with HOCS questions had decreased (P < 0.05) performance scores on 9 out of the 11 homework assignments compared to those receiving homework with LOCS questions. These findings indicate that desirable difficulties were not created by our HOCS homework questions because students receiving these more difficult retrieval practices did not achieve equal success on them. As a result, this attempt to create variations in cognitive demand did not enhance retention of knowledge in this study.
Most contemporary achievement goal conceptualizations consist of a performance goal versus mastery goal dichotomy. The present research offers an alternative framework by partitioning the performance goal orientation into independent approach and avoidance motivational orientations. Two experiments investigated the predictive utility of the proposed approach-avoidance achievement goal conceptualization in the intrinsic motivation domain. Results from both experiments supported the proposed framework; only performance goals grounded in the avoidance of failure undermined intrinsic motivation. Task involvement was validated as a mediator of the observed effects on intrinsic motivation. Ramifications for the achievement goal approach to achievement motivation and future research avenues are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper reports on a new self-report, Likert-scaled instrument that was designed to assess motivation and use of learning strategies by college students. The motivation scales tap into three broad areas: (1) value (intrinsic and extrinsic goal orientation, task value), (2) expectancy (control beliefs about learning, self-efficacy); and (3) affect (test anxiety). The learning strategies section is comprised of nine scales which can be distinguished as cognitive, metacognitive, and resource management strategies. The cognitive strategies scales include (a) rehearsal, (b) elaboration, (c) organization, and (d) critical thinking. Metacognitive strategies are assessed by one large scale that includes planning, monitoring, and regulating strategies. Resource management strategies include (a) managing time and study environment; (b) effort management, (c) peer learning, and (d) help-seeking. Scale reliabilities are robust, and confirmatory factor analyses demonstrated good factor structure. In addition, the instrument shows reasonable predictive validity to the actual course performance of students.
: A review of both laboratory and field studies on the effect of setting goals when learning or performing a task found that specific, challenging goals led more often to higher performance than easy goals, 'do your best' goals or no goals. This is one of the most robust and replicable findings in the psychological literature, with 90% of the studies showing positive or partially positive results. The main mechanisms by which goals affect performance are by directing attention, mobilizing effort, increasing persistence, and motivating strategy development. Goal setting is most likely to improve task performance when the goals are specific and sufficiently challenging, when the subjects have sufficient ability (and ability differences are controlled), when feedback is provided to show progress in relation to the goal, when rewards such as money are given for goal attainment, when the exerimenter manager is supportive, and when the assigned goals are actually accepted by the individual. No reliable individual differences have emerged in goal setting studies, probably because goals were typically assigned rather than self-set. Need for achievement and self esteem may be the most promising individual difference variables. (Author)
The causal role of students' self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students' self-efficacy and personal goals at the beginning of the semester served as predictors of students' final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students 'final grades in social studies, R = .56. Students' beliefs in their efficacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced the academic goals they set for themselves and their final academic achievement. Students' prior grades were predictive of their parents' grade goals for them, which in turn were linked to the grade goals students set for themselves. These findings were interpreted in terms of the social cognitive theory of academic self-motivation.
This study explored the relationship among (a) individual differences in three motivational or goal orientations and (b) valuing and use of study strategies by eighth graders reading expository passages. Task orientation (the goal of learning or understanding for its own sake) was positively correlated with both perceived value and use of strategies requiring deep processing of information. To a lesser degree, task orientation correlated with valuing and use of strategies requiring only surface-level processing. Ego orientation (the goal of demonstrating high ability relative to others) was positively related to use and perceived value of surface-level strategies only. Work avoidance (academic alienation) was negatively related to use and valuing of both kinds of strategies. A path analysis indicated that task orientation, more than perceived ability or knowledge of the value of deep-processing strategies, predicts the spontaneous use of these strategies. That the prediction held over an interval of 4 to 6 weeks suggests the importance of individual differences in motivational orientation. The findings are discussed in terms of their implications for strategy training and teaching practice.
Examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other. The ways in which interventions must address the independency among these structures are discussed in terms of how they influence student motivation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We studied how specific motivational processes are related to the salience of mastery and performance goals in actual classroom settings. One hundred seventy-six students attending a junior high/high school for academically advanced students were randomly selected from one of their classes and responded to a questionnaire on their perceptions of the classroom goal orientation, use of effective learning strategies, task choices, attitudes, and causal attributions. Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort. Students who perceived performance goals as salient tended to focus on their ability, evaluating their ability negatively and attributing failure to lack of ability. The pattern and strength of the findings suggest that the classroom goal orientation may facilitate the maintenance of adaptive motivation patterns when mastery goals are salient and are adopted by students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Relations between personality and intelligence were investigated in the context of the distinction between intelligence as typical engagement and intelligence as maximal engagement. The traditional approach to investigating the association between intelligence as maximal performance and personality was reviewed, and suggestions were made, including the suggestion that intelligence as typical engagement results in clearer understanding of personality–intelligence relations. 13 personality/interest constructs hypothesized to surround a core construct of typical intellectual engagement and related to typical intellectual performance were operationalized. Relations found were modest, yet several personality scales differentially related to fluid and crystallized classes of intelligence. Relations between the personality constructs surrounding typical intellectual engagement and the broad personality domain are investigated. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then examine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understanding of motivational and personality processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Integration of multiple perspectives on the determinants of individual differences in skill acquisition is provided by examination of a wide array of predictors: ability (spatial, verbal, mathematical, and perceptual speed), personality (neuroticism, extroversion, openness, conscientiousness, and agreeableness), vocational interests (realistic and investigative), self-estimates of ability, self-concept, motivational skills, and task-specific self-efficacy. Ninety-three trainees were studied over the course of 15 hr (across 2 weeks) of skill acquisition practice on a complex, air traffic controller simulation task (Terminal Radar Approach Controller; TRACON; Wesson International, Austin, TX). Across task practice, measures of self-efficacy, and negative and positive motivational thought occurrence were collected to examine prediction of later performance and communality with pretask measures, Results demonstrate independent and interactive influences of ability tests and self-report measures in predicting training task performance. Implications for the selection process are discussed in terms of communalities observed in the predictor space. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Hypotheses regarding the influence of goal assignments on performance of a novel, complex task under varying conditions of practice were derived from a cognitive resource allocation model. Goals and type of practice interacted in their effects on two key performance measures. In the massed-practice conditions, trainees assigned specific, difficult goals tended to perform poorer than trainees in the control (do your best goal) condition. In the spaced-practice conditions, goal trainees performed marginally better than control trainees. Self-report measures of goal commitment, and on-task, off-task, and affective thoughts during breaks and task performance provide additional evidence for the independent and interactive effects of goals and practice conditions on motivation and performance. Results provide further support for the resource allocation framework. Implications for research and practice are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
reviews and evaluates modern developments in motivational psychology as they pertain to individual behavior in organizational settings / three streams of research are considered integral to the study of motivation and are reviewed [need-motive-value research, cognitive choice research and self-regulation–metacognition approaches] / the main focus of the chapter is to address progress toward a unified perspective of motivation
theoretical developments aimed at integrating various approaches to motivation in the context of work behavior are also presented / these include (a) Katzell and Thompson's amalgamated model, (b) research directed toward integration of expectancy and goal setting constructs, (c) Naylor, Pritchard, and Ilgen's theory of behavior in organizations, (d) Heckhausen and Kuhl's analysis of the pathway between wishes and action, and (e) Kanfer and Ackerman's integrated resource allocation framework / two broad themes are proposed to characterize contemporary work: emphasis on the goal construct and self-systems, and the influence of affect and dispositions / future research is predicted to be associated largely with four key constructs: volition, dispositions, organizational influences, and task characteristics and action strategies (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The way that cognitive abilities, learning task characteristics, and motivational and volitional processes combine to explain individual differences in performance and learning was investigated. A substitution task was studied over practice, and it was discovered that students used 2 different strategies: a learning strategy focused on memorization and a performance strategy in which students persisted in scanning items. Five experiments investigated strategy differences and the ability and motivational correlates of task performance. First, ability correlates of performance and strategy use were demonstrated. Next, reducing task difficulty increased use of the learning strategy. With periodic memory tests, effective reliance on the learning strategy was increased, and task performance correlations with reasoning ability were lowered. Finally, a combination of self-focus and goal-setting interventions increased both general performance levels and use of the learning strategy. Results are discussed in terms of the goal of developing a more comprehensive understanding of learner differences. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two central constructs of applied psychology, motivation and cognitive ability, were integrated within an information-processing (IPR) framework. This framework simultaneously considers individual differences in cognitive abilities, self-regulatory processes of motivation, and IPR demands. Evidence for the framework is provided in the context of skill acquisition, in which IPR and ability demands change as a function of practice, training paradigm, and timing of goal setting (GS). Three field-based lab experiments were conducted with 1,010 US Air Force trainees. Exp 1 evaluated the basic ability–performance parameters of the air traffic controller task and GS effects early in practice. Exp 2 evaluated GS later in practice. Exp 3 investigated the simultaneous effects of training content, GS and ability–performance interactions. Results support the theoretical framework and have implications for notions of ability–motivation interactions and design of training and motivation programs. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We used structural equation analysis to test the validity of a goal mediational model for conceptualizing the influence of individual and situational variables on students' cognitive engagement in science activities. Fifth- and sixth-grade students (
N = 275) from 10 classrooms completed a set of questionnaires designed to assess their goal orientations and their use of high-level or effort-minimizing learning strategies while completing six different science activities. Results indicate that students who placed greater emphasis on task-mastery goals reported more active cognitive engagement. In contrast, students oriented toward gaining social recognition, pleasing the teacher, or avoiding work reported a lower level of cognitive engagement. The relative strength of these goals was related to differences in students' intrinsic motivation and attitudes toward science. Our analyses also suggested that these variables exerted a greater influence in small-group than in whole-class activities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In Exp 1, 5th- and 6th-grade children were randomly assigned to either a task-focused motivational condition, an ego-focused condition, or a control group. They received a list of 60 words manipulated to be encoded at either shallow or deep levels of processing. An unexpected recall test then followed. Exp 2 used the same general procedure except that the motivational manipulation was timed to occur at either encoding or retrieval. In both experiments, ego involvement resulted in poorer word recall at deep rather than at shallow processing levels. Exp 2 also indicated that the motivational deficits resulting from ego involvement are more pervasive at the information-retrieval stage. The usefulness of these findings for promoting greater conceptual clarity among motivation constructs is discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes an example of combining laboratory- and field-based study to develop a selection battery for field implementation. The procedure provides advantages in comparison with sole use of field-based experimentation, namely, greater control over examinee samples, collection of construct validity data, and fewer field demands for cross-validation. Two experiments were conducted that converge on development of a test battery for selection of air traffic controllers (ATCs). The lab study (
N = 112) used an ATC simulator (terminal radar approach control, or TRACON) for initial development and evaluation of the selection battery. The field study of 206 Federal Aviation Administration ATC trainees provided cross-validation data as a precursor to implementation of the battery. Implications for developing ability-based and self-efficacy-based selection measures for complex job performance are discussed, as are general issues for new selection research and application. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Achievement behavior is defined as behavior directed at developing or demonstrating high rather than low ability. Ability can be conceived either with reference to the individual's own past performance or knowledge, a context in which gains in mastery indicate competence, or as capacity relative to that of others, a context in which a gain in mastery alone does not indicate high ability. To demonstrate high capacity, one must achieve more with equal effort or use less effort than do others for an equal performance. The conditions under which these different conceptions of ability function as individuals' goals and the nature of subjective experience in each case are specified. Different predictions of task choice and performance are derived and tested for each case using data from previously published studies. The effects of task and ego involvement, task choice, and self-perceptions are discussed. (125 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A theory of vocational choice is presented "in terms of the occupational environments, the person and his development, and the interactions of the person and the vocational environment." Research problems stemming from this theory are suggested and discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Cluster analysis procedures were used to classify 257 5th- and 6th-grade students on basis of their mastery, ego, and work-avoidant goal orientations. The results identified 3 clusters of students with different achievement profiles in science. Students who exhibited a pattern in which mastery goals were stronger than the other 2 goals, showed the most positive achievement profile. In contrast, students who were high on both mastery and ego goals did not perform as well academically; students low on both mastery and ego goals showed the most negative achievement profile. Additional analyses revealed that the cluster analysis provided a more distinctive and internally consistent set of findings than did pattern analyses that were based on median split procedures. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Specific, difficult goals enhance performance in many tasks. We hypothesize, however, that this effect disappears or reverses for novel tasks that allow multiple alternative strategies. We report findings from three laboratory experiments using a stock market prediction task with these characteristics. In the first study, 34 students made predictions concerning the value of 100 companies' stock based on three manipulated cues after receiving either a "do your best" or a specific, difficult goal concerning the accuracy of their predictions. In the second study, 88 students making stock market predictions received one of the following goals: do your best, specific-easy, specific-moderate, specific-hard, or a tapering, specific goal. The third study (
n = 30) replicated the first study by using a different prediction algorithm for the stock market simulation. Repeated measures multivariate analyses of variance conducted on indexes of prediction accuracy and predictor weightings supported the hypothesis that specific, difficult goals (prediction accuracy) increase an individual's strategy search activity and reduce prediction accuracy for the stock predictions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The relations between classroom experience and individual differences in motivation and self-regulated learning were examined in a correlational study of seventh graders (N = 100, mean age = 12.3 years) from a middle school in the Midwest. Motivational beliefs (intrinsic value, self-efficacy, and test anxiety) and self-regulated learning (cognitive strategy use and self-regulation) were assessed in the fall and spring of the school year using a reliable and valid self-report measure, the Motivated Strategies for Learning Questionnaire. Classroom experience was measured with students'perceptions of productive classroom work teacher effectiveness, and cooperative work. Results showed thatpositive motivational beliefs were positively related to higher levels ofself-regulated learning. Classroom differences also were related to motivation and self-regulated learning. Intrinsic value later in the year was more strongly related to classroom experience than intrinsic value early in the year, whereas test anxiety was more traitlike, showing a stronger relation to earlieranxiety than to classroom experience. Self-efficacy, cognitive strategy use, and self-regulation were related to both early individual difference measures as well as classroom experience. Results are discussed in terms of the reciprocal relations between motivation and self-regulated learning as well as the implications for education. Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/68067/2/10.1177_027243169401400204.pdf
The early adolescent years are characterized by a negative shift in motivational orientation for a number of children. It has been suggested that this change is related to differences between the learning environments in elementary and middle level schools. In particular, some goal theorists have suggested that middle level schools stress performance goals more and task goals less than do elementary schools. In this study, comparisons based on survey data indicated that middle school teachers and students perceive the school culture as more performance-focused and less task-focused than do elementary teachers and students. In addition, elementary school teachers use instructional practices that emphasize task goals, and endorse task-focused achievement goals for their students, more than do middle school teachers. A perceived stress, in the school, on task goals predicted self-efficacy both for teachers and students, whereas a perceived stress on performance goals was unrelated to self-efficacy. Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/68042/2/10.1177_0272431695015001006.pdf
A process was proposed through which individuals regulate their motivation to perform necessary but uninteresting activities over time. If committed to continuing, individuals may engage in interest-enhancing strategies that can change the activity into something more positive to perform. In Study 1 Ss performed novel tasks and generated strategies to make regular performance interesting. In Study 2 Ss actually used these strategies primarily in conditions indicating a self-regulatory attempt: The task was currently boring, there was a perceived reason to continue (alleged health benefit), and a relevant strategy was available. Strategy use was associated with a change in activity definition and greater likelihood of subsequently performing the activity. In Study 3 Ss beliefs about how to maintain motivation to perform more everyday activities emphasized the importance of regulating interest relative to other self-regulatory strategies.
A model explaining how the motive to achieve and the motive to avoid failure influences behavior assumes strength of motivation as being a multiplicative function of motive, expectancy, and incentive. This accounts for level of aspiration and also performance level when only one task is presented. "It also assumes that the incentive value of success is a positive linear function of difficulty as inferred from the subjective probability of success; and negative incentive value of failure to be a negative linear function of difficulty." 2 theoretical implications are "that performance level should be greatest when there is greatest uncertainty about outcome" and people with strong motive to achieve should prefer immediate risk whereas those with strong motive to avoid failure will prefer easy tasks or extremely difficult and risky tasks. Experimental results are cited with implications for research on gambling and social mobility aspirations. 22 references.
This review examines recent developments in research on social-cognitive theories of motivation during adolescence and the ways in which such research can be applied to the reform of middle grade schools. While there is ample evidence that the environments in many middle grade schools are antithetical to the needs of early adolescents, few reform efforts have emerged which consider the motivational and developmental needs of youth. This article suggests that effective reform must consider the multiple contexts in which students interact. Recent examples of reform at the classroom and school level using a goal theory perspective are presented.
We used structural equation analysis to test the validity of a goal mediational model for conceptualizing the influence of individual and situational variables on students' cognitive engagement in science activities. Fifth- and sixth-grade students (N = 275) from 10 classrooms completed a set of questionnaires designed to assess their goal orientations and their use of high-level or effort-minimizing learning strategies while completing six different science activities. Results indicate that students who placed greater emphasis on task-mastery goals reported more active cognitive engagement. In contrast, students oriented toward gaining social recognition, pleasing the teacher, or avoiding work reported a lower level of cognitive engagement. The relative strength of these goals was related to differences in students' intrinsic motivation and attitudes toward science. Our analyses also suggested that these variables exerted a greater influence in small-group than in whole-class activities.
This review focuses on the intrinsic character of academic work in elementary and secondry schools and the way that work is experienced by teachers and students in classrooms. The first section contains a review of recent research in cognitive psychology on the intellectual demands of the tasks contained in the school curriculum, with particular attention to the inherent complexity of most of the tasks students encounter. The findings of this research are brought to bear on the issue of direct versus indirect instruction. The second section is directed to studies of how academic work is accomplished in classroom environments. Classrooms appear to shape the content of the curriculum in fundamental ways for all students and especially those who find academic work difficult. In addition, the processes that are likely to have the greatest long-term consequences are the most difficult to teach in classrooms. The paper concludes with an analysis of issues related to improving instruction and extending current directions in research on teaching.
In this article we argue that understanding subject-matter differences among high school teachers is crucial for the analysis and reform of secondary schools. An emerging line of research suggests that high school teachers belong to distinctive subject subcultures; these subcultures are characterized by differing beliefs, norms, and practices. We report findings from surveys and interviews with high school teachers that illustrate salient aspects of subject subcultures. Shared beliefs about the possibilities and constraints posed by different school subjects may complicate efforts to restructure high schools or redesign curriculum.
Results of 562 studies were integrated by meta-analysis to show the nature, effects, and treatment of academic test anxiety. Effect sizes were computed through the method invented by Glass (Glass, McGaw, & Smith, 1981). Correlations and effect-size groups were tested for consistency and significance with inferential statistics by Hedges and Olkin (1985). Test anxiety (TA) causes poor performance. It relates inversely to students’ self-esteem and directly to their fears of negative evaluation, defensiveness, and other forms of anxiety. Conditions (causes) giving rise to differential TA levels include ability, gender, and school grade level. A variety of treatments are effective in reducing test anxiety. Contrary to prior perceptions, improved test performance and grade point average (GPA) consistently accompany TA reduction.
sketch the nature of the relations between different motivational constructs and students' cognitive engagement in academic tasks / we draw most heavily on our own classroom research on junior high and college students but include findings from other studies in both classroom and laboratory settings
defines the relevant motivational and cognitive constructs and places them in a conceptual framework / summarizes the empirical studies that have explored the relations between motivation and cognition / conclude with recommendations for future research and implications for pedagogical practice
a social cognitive model of student motivation [expectancy components, value components] / a general cognitive model for conceptualizing cognitive engagement [cognitive strategies and performance, metacognitive and self-regulatory strategies] / empirical relations between motivational beliefs and cognitive engagement [relations between self-efficacy beliefs and cognitive engagement, relations between control beliefs and cognitive engagement, relations between goal orientation and cognitive engagement, relations between task value and cognitive engagement] (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self-regulation and self-control methods have been developed primarily in laboratory situations in which subjects are passive or engage in low-demand tasks. In clinical settings self-control techniques are often advocated for handling highly demanding situations. The present study examined the effects of self-regulatory processes on a primary task that requires focused attention and cognitive rehearsal. Ninety-four subjects in a 3(CPAT difficulty) 3(type of secondary task) factorial design worked on a Continuous Paired Associate Task (CPAT). At regular intervals subjects were given either a selfregulatory task or simple math problems, or a 10-second delay was introduced. After 60 minutes, subjects could continue or quit. CPAT accuracy immediately following the secondary task or the delay decreased significantly in comparison to the preceding or subsequent intervals. Subjects who worked on the easiest CPAT or with the Delay interruption showed significantly smaller decrements in performance. Subjects who were given a self-regulation task completed the fewest trial blocks voluntarily. The detrimental effects of the secondary self-regulation task on a complex cognitive task suggest that the beneficial effects of self-regulatory techniques may be limited. They caution against their therapeutic use in stressful situations that require concurrent performance on a cognitively demanding task.
One of the most striking discrepancies between everyday experience and psychological theorizing concerns the complexity of motivational states. While most psychologists tend to focus on a single behavioral domain (e.g., achievement, affiliation, eating, learning, problemsolving, sex, etc.), we know from everyday experience that people very rarely seem to have just one behavioral inclination in a given situation. In everyday life people usually experience several motivational tendencies simultaneously and more often than not have multiple commitments to a variety of goals. At first glance our task — to explain and predict which of the competing action tendencies a person actually will implement in a given situation — seems to boil down to the objective of establishing the dominant (i. e., strongest) action tendency among all the competing tendencies (e. g., Atkinson & Birch, 1970).
Este libro trata principalmente sobre una aproximación al procesamiento de información en el análisis de la conducta humana. Contiene: Antecedentes; La Información y el Uso de Esquemas de Reconocimiento; Atención y Motivación; Esperanza y la Decisión de Retraer la Reafirmación; Implicaciones en Problemas Específicos de Psicología Individual y Social.
The Unisex Edition of the ACT Interest Inventory
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Cognitive Interference: Theories, Methods, and Findings Self-regulation of learning and performance: Issues and educational applications
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The self and mechanisms of agency Pp. 3-39 in Psychological perspec-tives on the se Social foundations of thought and action: A social cognitive theory Training in self-explanation and self-reg-ulation strategies: Investigating the effects of knowledge acquisition activities on prob-lem solving
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Typical Intellectual Engagement Scale; r = .55 for Motivation and r = .40 for Learning Strategies Predicting individual differences in complex skill acquisition: Dynamics of ability determinants
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The impact of subject matter on curricular activity: An analysis of five academic subjects
- Stodolsky
Beyond a two-goal theory of motivation and achievement: A case for social goals
- Urdan