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1.
Achievement Goals and the Hierarchical Model of Achievement Motivation   总被引：13，自引：0，他引：13  
The achievement goal approach has attained prominence in the achievement motivation literature and has produced a valuable empirical yield. However, the precise nature of the achievement goal construct is in need of scrutiny, as is the issue of how achievement goals and their antecedents combine to produce competence-based self-regulation. In this article, we address these important conceptual issues in the context of the hierarchical model of achievement motivation. The approach–avoidance distinction, which has been an integral part of the achievement motivation literature since its inception, is highlighted throughout.  相似文献   

2.
Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task × Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive knowledge and skills, self-concept, perceptions of control, attitudes, emotions, and motivation in the form of expectancy-value beliefs and achievement goal orientations are hypothesized. These person characteristics guide top-down self-regulation. At the Task × Person level, that is, the level at which SRL events take place, metacognitive experiences, such as feeling of difficulty, and online affective states play a major role in task motivation and bottom-up self-regulation. Reciprocal relations between the two levels of functioning in SRL are also posited. The implications of the MASRL model for research and theory are discussed.  相似文献   

3.
To study the contribution of perceived parent achievement goals to students' attitudes towards academic help seeking, 4th, 6th, 7th, and 9th grade students in Greece (n = 712) reported perceptions of their parents' achievement goals, personal achievement goal orientations, and help-seeking beliefs and intentions. Students' mastery goal orientation positively predicted their help-seeking attitudes (perceived benefits and intentions to seek help) and negatively predicted their help-seeking avoidance attitudes (perceived costs and intentions to avoid seeking help), whereas performance-avoidance orientation directly predicted their help-seeking avoidance attitudes. Multiple-group path analysis indicated that perceived parent goals predicted student help seeking and help avoidance attitudes through students' own achievement goal orientations. Further, the pattern of relations varied by grade level. Results are discussed in light of current theory and research on the developmental phases of parental influence on student motivation and self-regulated learning.  相似文献   

4.
The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students’ knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines.  相似文献   

5.
This study investigates the relation between students' tendency to self-regulate their level of motivation and other aspects of their self-regulated learning and achievement. Ninth- and tenth-grade students (N = 88) responded to survey items designed to assess five motivational regulation strategies identified in previous research. An exploratory factor analyses of these items revealed distinct, internally consistent scales reflecting the strategies of Self-Consequating, Environmental Control, Performance Self-Talk, Mastery Self-Talk, and Interest Enhancement. Self-report measures of effort, use of six cognitive and metacognitive learning strategies, and teacher-reported grades were also collected. Findings revealed mean level differences in students' reported use of the motivational strategies. In addition, results from a series of multivariate regressions indicated that students' use of motivational regulation strategies could be used to predict their use of learning strategies, effort, and classroom performance. As a whole, findings support the belief that motivational self-regulation should be integrated more completely into current models of volition and self-regulated learning.  相似文献   

6.
This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students’ beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students’ personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students’ personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students’ ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students’ self-regulatory skills and physics course grade. Implications and future directions are discussed.  相似文献   

7.
The purpose of this research was to develop and test a model of effective self-regulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and experience), study strategies (metacognitive, deep cognitive, surface cognitive and resource management strategies) and academic achievement. The relationships in the model were tested with controlling for intellectual ability, gender and age. The results showed that effective self-regulated learning involved two pathways: a metacognitive and a strategy pathway. The first pathway involved a positive relationship of mastery goals and a negative relationship of performance-avoidance goals with metacognition. Metacognition positively affected the use of the four study strategies. The strategy pathway involved positive effects of mastery and performance-approach goals on the use of metacognitive and deep cognitive strategies. Further, performance-approach goals positively affected the use of surface cognitive and resource management strategies. The use of metacognitive and resource management strategies had a positive and the use of surface cognitive strategies had a negative effect on exam scores.  相似文献   

8.
Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field.  相似文献   

9.
For three decades, social cognitive researchers have studied children's development of self-regulation as an achievement of socialization processes. I recount historically the emergence of a social cognitive perspective on self-regulation and identify its unique features. Two essential characteristics of students' self-regulated academic learning have been identified — their use of strategies and perceptions of self-efficacy. A social cognitive model of academic self-regulated learning is proposed that integrates triadic determinants of self-regulated learning (personal, behavioral, and environmental) on the basis of a strategic control loop. When students monitor their responding and attribute outcomes to their strategies, their learning becomes self-regulated, and they display increased self-efficacy, greater intrinsic motivation, and higher academic achievement.  相似文献   

10.
Previous research has shown that cognitive processing and achievement strategies are important for motor learning and achievement. Despite this, there are few studies identifying the role of motivational beliefs in the cognitive self-regulation of students' learning in physical education classes. This study reports the results of multivariate analyses of the relationships between thirteen to fourteen-year-old secondary school pupils' (n=343) implicit theories of ability and their self-regulated learning in PE. Self-regulation measures included metacognitive/elaboration strategies, effort regulation and adaptive help seeking. Results revealed consistent relationships between motivational beliefs and pupils' use of self-regulation strategies. The results underscore the educational value of reappraising pupils' implicit theories of ability, making them believe in the modifiability of ability through effort and hard work and learning. The results illustrate the importance of linking pupils' motivational and cognitive characteristics to provide a fuller understanding of their self-regulation of learning in physical education.  相似文献   

11.
The study examined differences in students' reported homework value, motivation, and metacognitive strategy use during homework completion among two grades, gender, and three achievement levels. Differences among six homework self-regulation constructs (utility value, intrinsic value, effort, persistence, planning, and self-checking) were also examined. Participants were 330 seventh and 407 eleventh graders from a metropolitan city in China. Chinese students' reported self-regulated learning during homework declined from middle to high school. Whereas students rated utility value and effort high, intrinsic value and self-checking were rated low. Male and female students did not differ in homework self-regulation. Achievement-level differences in homework self-regulation were found in seventh graders, but not in eleventh graders. The pattern of Chinese students' reported homework value, motivation, and metacognitive strategy use were discussed, and instructional implications were offered.  相似文献   

12.
Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement.  相似文献   

13.
We examined two aspects of college students' (N = 385) sense of belonging and its relations with three indicators of self-regulated learning. We also tested the mediating role of achievement goals in these relations. One aspect, sense of belonging to school, functioned as a significant predictor of self-reported metacognitive and academic time management strategies. In comparison, a second aspect, sense of belonging to peer groups, was a significant predictor of self-reported peer learning strategies. Findings from the mediation analyses indicated that sense of belonging to school was related with mastery goals, whereas sense of belonging to peer groups was related with performance goals. Further, mastery goals mediated the relations between sense of belonging to school and metacognitive and academic time management strategies.  相似文献   

14.
Recently, research has increasingly focused on fostering self-regulated learning amongst young children. To consider this trend, this article presents the results of a differentiated meta-analysis of 48 treatment comparisons resulting from 30 articles on enhancing self-regulated learning amongst primary school students. Based on recent models of self-regulated learning, which consider motivational, as well as cognitive, and metacognitive aspects [Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational research, 31(6), 445-457], the effects of self-regulated learning on academic achievement, on cognitive and metacognitive strategy application, as well as on motivation were analyzed. As the results show, self-regulated learning training programmes proved to be effective, even at primary school level. Subsequent analysis tested for the effects of several moderator variables, which consisted of study features and training characteristics. Regarding factors that concern the content of the treatment, the impact of the theoretical background that underlies the intervention was tested, as well as the type of cognitive, metacognitive, or motivational strategy which were instructed, and if group work was used as instruction method. Training context related factors, which were included in the analyses consisted of students’ grade level, the length of the training, if teachers or researchers directed the intervention, as well as the school subject in which context the training took place. Following the results of these analyses, a list with the most effective training characteristics was provided.  相似文献   

15.
Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement.  相似文献   

16.
The purpose of this article is to review recent research on self-regulated learning and discuss the implications of this research for science education. We draw on examples of self-regulated learning from the science education literature to summarise and illustrate effective instructional methods and the development of metacognitive understanding (Gunstone; 1999a; Rickey & Stacy, 2000; White & Mitchell, 1994). We also focus on the crucial role that metacognition plays in self-regulation (Baird & White, 1996; Nichols, Tippins, & Wieseman, 1997; White, 1998). We divide our discussion into two main parts. The first focuses on three components of self-regulated learning, including cognition, metacognition, and motivation. We relate these aspects of self-regulation to current practices in science education. The second section focuses on six general instructional strategies for improving self-regulation in the science classroom. We focus on the use of inquiry based learning, the role of collaborative support, strategy and problem solving instruction, the construction of mental models, the use of technology to support learning, and the role of personal beliefs such as self-efficacy and epistemological world views. These instructional strategies are selected because they reflect extensive research agendas over the last decade within the science education literature and are essential to metacognition and self-regulation (Butler & Winne, 1995; Gunstone, 1999b).  相似文献   

17.
Empirical research reveals that students face difficulties engaging in learning and achieving their goals in a variety of learning contexts. To study effectively, students need to regulate their learning process. In spite of increased understanding of cognitive aspects of self-regulation, motivational aspects of regulation have not yet been thoroughly probed. This study investigates how motivation is connected to self-regulated learning when elementary school students (N = 32) study science in real classroom contexts using gStudy software. This was done by: (1) identifying students' situated motivation during the learning process, (2) analyzing how the students with different motivational approaches activated cognitive self-regulation in authentic learning situations across multiple learning episodes, and (3) complementing the understanding with the students' individual accounts of their motivation regulation during the learning process. The results show that there are qualitative differences in the self-regulation tactics used by the high- and low-motivation students as they study. Motivation is linked closely to active self-regulation.  相似文献   

18.
A Model of Future-Oriented Motivation and Self-Regulation   总被引：1，自引：0，他引：1  
This article presents a theoretically grounded model of motivation and self-regulation that places personally valued future goals at its core. We attempt to integrate two lines of theorizing and research that have been relatively independent of one another: the social–cognitive perspective on self-regulation (e.g., Bandura, A., 1986) and theories of more future-oriented self-regulation (e.g., Markus, H., and Nurius, P., Am. Psychol. 41: 954–969, 1986; 1986; Nutin, J., Motivation, Planning, and Action: A Relational Theory of Behavior Dynamics, Erlbaum, Hillsdale, NJ, 1984; Raynor, J. O., Motivation and Achievement, Winston, & Sons, New York, Chap. 7, pp. 121–154, 1974). We argue that personally valued future goals influence proximal self-regulation through their impact in the development of proximal subgoals leading to future goal attainment. The development of a system of proximal subgoals increases the likelihood that proximal tasks are perceived as instrumental to attaining future goals. Proximal tasks that are perceived as instrumental to reaching personally valued future goals have greater overall incentive value and meaning than proximal tasks lacking this instrumental relationship, and their impact on task engagement is correspondingly greater. Research supporting these claims is reviewed and the implications of this model of future-oriented self-regulation for research and intervention are discussed.  相似文献   

19.
Academic delay of gratification   总被引：1，自引：0，他引：1  
Academic delay of gratification (ADOG) refers to students' postponement of immediately available opportunities to satisfy impulses in favor of pursuing chosen important academic rewards or goals that are temporally remote but ostensibly more valuable. In Study 1, we developed a course-specific academic delay of gratification scale (ADOGS) with acceptable psychometric properties. Results of Study 2 supported the hypothesized association between ADOG and students' self-regulated learning, which consisted of academic motivation and the use of cognitive, metacognitive, and resource management learning strategies. Discriminant validity of the ADOGS is indicated by its stronger correlations with students' self-regulation than found for instruments that measure closelyrelated constructs (generalized deferment of gratification and impulsivity). The conceptual status of ADOG as a strategy and outcome of successful strategy use is discussed.  相似文献   

20.
In this study, the hierarchical model of achievement motivation [Elliot, A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 10, pp. 143–179). Greenwich, CT: JAI Press] is used to investigate the motivational mechanism behind the relationship between fear of failure and self-handicapping adoption. A cross-sectional design was employed. The participants were 691 college students enrolled in physical education in Taiwan. Students completed the Performance Failure Appraisal Inventory (PEAI-S; Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional measurement of fear of failure: The performance failure appraisal inventory. Journal of Applied Sport Psychology, 14, 76–90), the Chinese 2 × 2 Achievement Goal Questionnaire for Physical Education (CAGQ-PE; Chen, L. H. (2007). Construct validity of Chinese 2 × 2 achievement goal questionnaire in physical education: Evidence from collectivistic culture. Paper presented at the 5th conference of the Asian South Pacific Association of Sport Psychology. Bangkok, Thailand) and the Self-Handicapping Scale (SHS; Wu, C. H., Wang, C. H., & Lin, Y. C. (2004). The exploratory and confirmatory factor analysis of self-handicap scale for sport. Journal of Higher Education in Physical Education, 6(1), 139–148). Structural equation modeling was conducted. Generally, the results showed that mastery-avoidance and performance-avoidance goals partially mediated the relationship between fear of failure and self-handicapping. The results are discussed in terms of the hierarchical model of achievement motivation, and its implications for physical education are also highlighted.  相似文献   

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