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1.
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement 总被引：2，自引：0，他引：2
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
2.
Travis M. Wilson Chanjin Zheng Katherine A. Lemoine Caroline P. Martin Yue Tang 《Journal of Experimental Education》2016,84(4):723-743
Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported adjustment variables. Cluster analysis revealed four groups of students: mastery (above average in mastery goals, below average in performance-approach and performance-avoidance goals), multi-goal (above average in all three goals), avoidant (above average in performance-avoidance goals, below average in mastery and performance-approach goals), and low motivation (below average in all three goals). Clusters differed in self-reported academic self-efficacy and perceptions of teacher support, teacher-reported academic competence, and peer nominations of social status. Mastery students had the most adaptive profiles; low motivation, the least adaptive. Avoidant boys had more maladaptive profiles than avoidant girls. 相似文献
3.
This study examined the longitudinal reciprocal relations between academic self-concept, achievement goals (i.e., performance-approach, performance-avoidance, and mastery), and achievement (i.e., self-reported grades) in mathematics. The research aim was twofold. First, we examined the confound hypothesis, which states that performance-approach goals do not feature any incremental validity in predicting achievement over and above students' competence perceptions (i.e., academic self-concept). In addition, we expanded research on the confound hypothesis by also investigating performance-avoidance and mastery goals. Second, we investigated the predictive validity of all three achievement goals for changes in academic self-concept. Seven hundred sixty-nine students (50.78% female) attending the highest track of the German three-tier secondary school system participated in three waves of measurement in Grades 5, 6, and 8. Our findings confirmed the confound hypothesis: Performance-approach goals did not explain achievement over and above academic self-concept. The same findings applied to performance-avoidance and mastery goals. Furthermore, performance-approach goals were positively related to academic self-concept changes, whereas performance-avoidance goals showed a negative relation to academic self-concept changes over time. Mastery goals were not associated to changes in academic self-concept. Academic self-concept and achievement showed positive reciprocal relations. To conclude, our results point to complex relations between achievement goals, academic self-concept, and academic achievement over time. 相似文献
4.
成就目标、自我效能、学习策略和学业成就的关系研究 总被引：4，自引：0，他引：4
袁立新 《广东教育学院学报》2005,25(6):58-61
对545名中学生进行测量，以探讨成就目标、自我效能、学习策略与学业成绩的关系。结果表明：掌握目标、成绩目标与自我效能、学习策略有显著的正相关，回避目标与自我效能、学习策略存在显著的负相关，自我效能与学习策略有显著的正相关；掌握目标、自我效能和学习策略与学业成绩有显著的正相关，而回避目标与学业成绩则有显著的负相关；学习策略直接影响学业成绩，成就目标和自我效能对学业成绩的影响是间接的。 相似文献
5.
Adopting a combination of expectancy-value and achievement goal theories, this study examined the role of self-efficacy, task value, and achievement goals in students’ learning strategies, task disengagement, peer relationship, and English achievement outcome. A sample of 1475 Year-9 students participated in the study. A structural equation model showed that while task value predicted only mastery goals, self-efficacy predicted each of the three types of achievement goal. Mastery and performance-approach goals were both positive predictors of deep learning and peer relationship. Mastery goals were also negatively associated with task disengagement and positively associated with surface learning. In contrast, performance-avoidance goals were a positive predictor of surface learning and task disengagement but a negative predictor of peer relationship. On the whole, these findings suggest that, like mastery goals, performance-approach goals can generate adaptive outcomes. 相似文献
6.
Joke Van Velzen 《Assessment in Education: Principles, Policy & Practice》2013,20(2):170-186
Theory on student learning provides that students are able to direct their learning when they have metacognitive knowledge about their own learning processes. In this article, a preliminary attempt to assess untrained high-school students’ metacognitive knowledge of learning processes as an ability through multiple-choice questions is reported. In three studies, item selection was established for ninth graders at the end of their school year. Also, in the final study the results showed that the ninth-grade students’ self-reported use of learning and studying strategies, study techniques, school learning and tiresome academic subjects related significantly to their metacognitive knowledge regarding learning processes. In the discussion, the practical consequences for school assessment are explicated and future research questions are raised. 相似文献
7.
This paper examines stability and change during the elementary-to-middle school transition, focusing on adolescents’ experiences of home–school dissonance because of real or perceived differences between home/self and values within the school context. Relationships were hypothesized between exacerbation and amelioration of dissonance, middle school mastery and performance goal practices, and students’ perceptions thereof. The sample consisted of 274 African-American and 284 European-American (49% female) students. Middle school teachers (N = 236) provided data on school academic practices. Multilevel growth curve analysis indicated significant variance among the 10 middle schools regarding change in dissonance. Both mastery-focused middle school practices and students’ perception of middle school classrooms as more performance and less mastery focused than elementary classrooms were significant predictors of change in dissonance. Path-analyses evidence pointed to the mediational role of school belonging on the relationship between perception of classroom mastery goals and dissonance. Path analyses revealed direct and indirect effects of perception of classroom performance goals on dissonance and school belonging. This paper highlights the importance of creating inclusive learning environments that minimize social comparison saliency and validate students for who they are. 相似文献
8.
Fotini Polychroni Chryse Hatzichristou Georgios Sideridis 《Learning and individual differences》2012,22(2):207-217
Examining motivational variables may prove to be particularly fruitful towards our understanding of classroom processes, student behaviors and school outcomes. The present study examined the role of personal and contextual goals (goals and goal structures) towards explaining social relationships (peer, teacher–student and home–school). 1493 fifth and sixth grade primary school students (10 to 12 years of age) from different areas of Greece formed a representative sample. Questionnaires were administered assessing students' goal orientations, goal structures and classroom relationships. The data were analyzed using latent variable modeling. Mastery goal structures had significant effects on positive school relationships such as student relations, teacher–student relations, peer inclusion, and peer conflict (the latter two reversely coded). Performance goal structures exerted negative or null effects on the same processes, demonstrating their negative propensities. In addition, the effects of mastery goal structures were partially mediated by the effects of personal mastery goals with regard to teacher–student relations with the former exerting both direct and indirect effects. On the contrary, the negative effects of performance goal structures were not buffered by the presence of high levels of personal performance goals. The findings have significant implications for educational practice in terms of the importance of classroom contexts as predictors of classroom relatedness specifically where mastery goals are concerned. 相似文献
9.
This study investigated the relations between early adolescents’ academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school. 相似文献
10.
Two samples of sixth-grade students were followed over time to examine relations of number of reciprocated friendships, peer acceptance, and group membership to academic achievement. In both samples, group membership was the most consistent predictor of grades over time. In study 2, prosocial behavior, antisocial behavior, and emotional distress were examined as processes that might explain these significant links between peer relationships and academic achievement. Results of longitudinal analyses support a conclusion that aspects of peer relationships are related to classroom achievement indirectly, by way of significant relations with prosocial behavior. Future research might benefit from more in-depth analyses of the functions of adolescent peer relationships and the processes by which they influence orientations toward social and academic competence at school. 相似文献
11.
Bruno Leutwyler 《Metacognition and Learning》2009,4(2):111-123
The main objective of this study is to identify the development of students’ self-reported use of metacognitive learning strategies
during high school. Therefore, the study analyses the differential development patterns of 1,432 students, between grade 10
and 12, in a longitudinal sample. The results suggest that, from a global perspective, there is no development of students’
self-reported use of metacognitive learning strategies during high school. The expected gender-specific differences in favour
of female students are replicated in this sample. However, the self-reported use of monitoring and evaluation strategies tends
to converge between genders during high school, whereas the differences in the self-reported use of planning strategies remain
stable. The consequences for the understanding of metacognitive development are discussed. 相似文献
12.
The primary goal of this study was to investigate whether college students’ academic time management could be used to understand their engagement in traditional and active forms of procrastination within a model of self-regulated learning. College students (N = 446) completed a self-report survey that assessed motivational and strategic aspects of self-regulated learning, time management, and procrastination. Results of regression analyses indicated that self-efficacy and metacognitive strategies initially were significant predictors of traditional and active forms of procrastination. Incorporating time management in the analyses increased the amount of the variance explained and, even in the presence of the motivation and strategy variables, time management emerged as an important predictor of both traditional and active forms of procrastination. Findings support the conclusion that academic time management is a key aspect of self-regulated learning and, as such, it can be useful for understanding the extent to which college students procrastinate when doing their academic work. 相似文献
13.
《Learning and individual differences》2004,14(2):107-123
One of the most noticeable changes to the university student profile over the last decade is the increasing number of mature-age students. This study examined the relationship between previous academic performance, psychological characteristics of the student, learning strategies, and the first year academic performance of school leavers and mature-age students through structural equation modelling (SEM). A total of 1193 first year university students completed a questionnaire at the beginning of their first year of study, and provided consent for their academic results to be tracked over their first year at university. While the overall model of success appeared to fit for both groups, differences were identified in the order of importance of constructs affecting achievement and the strength of some relationships. The most obvious difference occurred in the relationship between previous academic performance, self-reported learning strategies, and achievement in first semester, with previous performance a more accurate predictor of school leavers' performance and self-reported learning strategies a more accurate predictor of mature-age students' performance. This study has implications for the university in terms of the targeting of academic support services for students of different ages. 相似文献
14.
Abbas Abdollahi Sana Panahipour Mahnaz Akhavan Tafti Kelly A. Allen 《Psychology in the schools》2020,57(5):823-832
Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short- and long-term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student well-being. This study aimed to examine the relationship between academic stress and sense of school belonging, as well as the mediation effect of academic hardiness. Four hundred and five high school students from six schools in Tehran (Iran) were recruited in the study. Data analyses with Structural Equation Modeling revealed that a sense of belonging to school (β = −.38, p < .01) and academic hardiness (β = −.40, p < .01) were significant predictors of academic stress. Bootstrapping analysis showed that academic hardiness acted as a mediator between a sense of belonging to school and academic stress. The findings elucidate the underlying mechanism in how low school belonging may lead to academic stress in high school students. Creating a culture of school belonging and teaching and supporting skills related to academic hardiness should be key considerations for all schools seeking to reduce academic stress experienced by their students. 相似文献
15.
ABSTRACT Two-hundred-and-ninety secondary school students from Years 7, 9 and 11 completed questionnaires relating to motivational goals, metacognitive awareness, need for affiliation, social anxiety and feelings towards group work. Factor analysis revealed three attitudes towards participation in group work: a preference for group environments, a preference for individual work environments, and a sense of discomfort in group environments. Students reporting a preference for group work also indicated higher levels of sociability, lower levels of social anxiety, stronger mastery and performance goals, and greater levels of metacognitive awareness. Students expressing a preference for individual work environments reported lower levels of sociability and higher levels of social anxiety, but were not differentiated on any of the cognitive measures. Students reporting discomfort in groups similarly reported enhanced levels of social anxiety combined with lower levels of sociability, but also indicated lower levels of metacognitive awareness. Results are discussed in the context of current theoretical and empirical work on group-based learning. 相似文献
16.
Exploring students’ reflective thinking practice,deep processing strategies,effort, and achievement goal orientations 总被引：2，自引：1，他引：1
Huy Phuong Phan 《教育心理学》2009,29(3):297-313
Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students’ academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in particular, deep processing strategies, effort, mastery and performance‐approach goals, reflection, and critical thinking. We used causal modelling procedures to explore the direct and mediating effects of these theoretical orientations on students’ academic achievement and learning. Second‐ and third‐year undergraduates (n = 347; 151 women and 196 men) completed a number of inventories (e.g., the Reflective Thinking Questionnaire). LISREL 8.72 indicated an a posteriori model with direct effects of reflection and critical thinking on academic achievement and learning. Performance‐approach goals exerted a negative effect on academic achievement. Both mastery and performance‐approach goals also directed affected reflection, whereas deep processing strategies were directly affected by mastery goals and effort. Importantly, both reflection and effort were found to act as potent mediators. A one‐way MANOVA revealed no statistical difference between men and women in this theoretical framework. 相似文献
17.
José L. Arco-Tirado Francisco D. Fernández-Martín Juan-Miguel Fernández-Balboa 《Higher Education》2011,62(6):773-788
The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure
and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify
the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of
student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather
demographic and academic relevant information on both samples, and assigning first-year students to either an experimental
or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors
who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and
metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate,
success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning
strategies and social skills. 相似文献
18.
AbstractA primary goal our study was to explore whether relations between academic anxiety and students’ use of a range of learning strategies (memorisation, elaboration, personal best [PB] goals and cooperation) were mediated by academic buoyancy. We were also interested in extending knowledge of anxiety and its role in students’ learning strategy use. Given mixed findings regarding the impact of language spoken at home on psycho-educational factors, our third aim involved investigating the extent to which relationships were moderated by language (English vs. Chinese-speaking). The sample consisted of n = 380 English-speaking and Chinese-speaking (Mandarin and Cantonese) Australian high school students, with groups (n = 190 each) matched on age and gender, and controlling for parental education and prior academic achievement. We found mediation effects of academic buoyancy across the four learning strategies. In addition, anxiety was positively associated with memorisation, elaboration and PB goals in the mediation analyses. Mediation effects were broadly similar across the two languages; however, there were some significant differences across the two groups. Findings hold relevance for future research on academic buoyancy’s nomological network, the role of language spoken at home in the academic process and the design of interventions addressing academic buoyancy and academic anxiety. 相似文献
19.
《International Journal of Educational Research》2004,41(3):198-215
There is a growing body of research indicating that students who can self-regulate cognitive, motivational, and behavioral aspects of their academic functioning are more effective as learners. We studied relations between the self-regulation strategies used by a group of Italian students during the final years of high school and their subsequent academic achievement and resilience in pursuing higher education. We used the self-regulated learning interview schedule, which focuses on cognitive, motivational, and behavioral strategies used during academic learning in both classroom and non-classroom contexts. The cognitive self-regulation strategy of organizing and transforming proved to be a significant predictor of the students’ course grades in Italian, mathematics, and technical subjects in high school and in their subsequent average course grades and examinations passed at the university. The motivational self-regulation strategy of self-consequences was a significant predictor of the students’ high school diploma grades and their intention to continue with their education after high school. 相似文献
20.
The primary purpose of this study was to investigate the roles of two moderators – perceived competence and perceived autonomy – in the relationships of achievement goal orientations with a broad range of learning‐related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played roles as moderators by strengthening the positive effects of a mastery goal pursuit on outcome measures of adaptive use of learning strategies and effort, respectively. However, no moderating role of either perceived competence or perceived autonomy was found for the effect of a performance‐approach and performance‐avoidance goal pursuit. In addition, perceived competence played a significant role in determining the level of academic achievement in the context of multiple‐goal pursuit. For students with high perceived competence, the adoption of high performance‐approach goals resulted in a higher level of achievement regardless of the levels of mastery goals. In contrast, students with low perceived competence showed the highest achievement when high performance‐approach goals are paired with low mastery goals. 相似文献