Academic Goal Orientations and Student Classroom Achievement

Schraw, Gregory; Horn, Christy; Thorndike-Christ, Tracy; Bruning, Roger H.

doi:10.1006/ceps.1995.1023

Cited by 106 publications

(95 citation statements)

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“…In addition, theorists have also identified performance-avoid goals, which focus on effort minimization to protect self-worth. Schraw et al (1995) found that students who adopt mastery achievement goals reported more metacognitive knowledge than students with less strong mastery goals. Similarly, Ford et al (1998) reported that students with learning goal orientation where more likely to be metacognitively self-regulated.…”

Section: Introductionmentioning

confidence: 93%

“…Few data are available concerning the relationships between motivational variables and the use of metacognition, specifically, metacognitive self-regulation (Bembenutty, 2007;Ford, Smith, Weissbein, Gully, & Salas, 1998;Lan, 1996;Schraw, Horn, Thorndike-Christ, & Bruning, 1995;Schunk & Ertmer, 2000;Vrugt & Oort, 2008). One motivational variable that may impact metacognitive self-regulation is achievement goal orientation (see Elliot, 2005; for a review).…”

Section: Introductionmentioning

confidence: 99%

“…Specifically, the relationship of metacognition to other motivational variables has been address by little research (Bembenutty, 2007;Ford et al, 1998;Lan, 1996;Schraw et al, 1995;Schunk & Ertmer, 2000;Vrugt & Oort, 2008). However, these previous studies did not adequately test whether metacognitive self-regulation mediates the relationship among motivational variables.…”

Section: Introductionmentioning

confidence: 99%

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Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Al-Harthy¹,

Was²,

Isaacson³

2010

IJE

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The purpose of this study was to illustrate the relationship between self-efficacy, task value, goal orientations, metacognitive self-regulation, self-regulation and learning strategies and to investigate the unique contribution of each on the variability in students' total scores of 12 exams. Our study revealed that students' self-efficacy, task-value, self-regulation, and elaboration are significantly positively correlated with total scores. Path analysis demonstrated that self-efficacy was the strongest predictor of total score and positively predicted mastery goals, but negatively predicted avoidant goals. The study reveals positive direct effect of mastery goals on metacognitive self-regulation. In addition, positive direct effects of metacognitive self-regulation on deep learning strategies and on self-regulatory strategies are found. However, some expected direct effects were not represented with significant parameters in the model. Performance-approach goals were not a significant predictor of other variables in the model. Also, there were no significant direct effects of mastery goals nor metacognitive self-regulation and deep learning strategies on total scores which were discussed here.

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Section: Introductionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Al-Harthy¹,

Was²,

Isaacson³

2010

IJE

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“…The underlying learning goal orientation is the belief that the effort is a way to be successful and be able to improve. Schraw, Horn, Thorndike-Christ, and Bruning (1995) found that students with a strong learning goal orientation will perform better than students with weak learning goal orientation. Based on the results of previous studies, students' learning goal orientation will affect positive learning outcomes, including students' achievement (Kaplan & Maehr, 1999;2007).…”

Section: Motivation In Learningmentioning

confidence: 95%

Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

Ariani¹

2017

ASS

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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.

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“…A siker elérésére és a kudarc elkerülésére való törekvés jelentős hatással van a tanulási stratégiák alkalmazására. Aki a sikert az erőfeszítés eredményének tekinti, több stratégiát alkalmaz (Ames és Archer, 1988;Balogh, 2011;Chandler és Pengilly, 1993;Schraw, Horn, Thorndike-Christ és Bruning, 1995). Ezt a Balogh (2011) által végzett kutatások eredményei is alátámasztják, vizsgálva az Országos Arany János Tehetséggondozó Programba beválogatott 14-17 éves diákokat.…”

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The study of learning orientation and its changes among secondary school students

Ceglédi

2015

Magyar Pedagógia

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Elméleti háttérAz iskola falai között zajló oktató-nevelő munka hatékonyságával szemben olyan elvárá-sok fogalmazódnak meg, amelyek sikeres megvalósításához a pedagógusok szakértelme és elhivatottsága mellett a tanulók tenni akarása, precíz, pontos feladatvégzése elengedhetetlen (Balogh, 1987). Napjainkra nyilvánvalóvá vált, hogy a hazai iskolai oktatás problé-mákkal küzd (Balogh, 2004(Balogh, , 2011Csapó, 2015;Molnár, 2015;Revákné, 2003). A megnövekedett információmennyiség és a szoros tanterv mellett egyre kevesebb idő jut az ismeretek rendszerezésére, gyakorlati alkalmazására. Így egyre sürgetőbbé válik a már több évtizede megfogalmazódott igény arra, hogy az oktatásnak olyan tanulókat kell ké-peznie, akik képesek önállóan tanulni, problémát megoldani (Balogh, 1998(Balogh, , 2004(Balogh, , 2011 Coombs,1971;Kiss, 1973; Máth és Revákné, 2007;Mező, 2002;Molnár, 2011;Revákné, 2010;Skinner, 1973). E célnak az elérése hatékonyan működő tanulási stratégiák hiányá-ban elképzelhetetlen. "A tanulási stratégiák a tanulási tevékenységre vonatkozó tervek, amelyek az információgyűjtést, az információ feldolgozását, és annak szükség szerinti előhívását foglalják magukba" (Tóth, 2000. 152. o.). El kell különítenünk a tanulási mód-szerektől, melyek a tanulás során alkalmazott technikákat jelentik, illetve a tanulási stratégiák nem azonosak a tanulási stílusokkal sem (Tóth, 2000). Das (1988) szerint "a tanulási stratégia az információfeldolgozó cselekedetek egy mintája" (Mező, 2002. 14. o.), míg "a tanulási stílus egyfajta hajlam, fogékonyság egy sajátos tanulási stratégia alkalmazá-sára" (Mező, 2002. 14. o.).A tanulási stratégiák vizsgálata a gyakorlatban nem határolható el a motivációs elemek tanulmányozásától. A hazai gyakorlatban legelterjedtebb a Kozéki és Entwistle-féle (1986) tanulási orientációt vizsgáló kérdőív, mely szintén tartalmaz motivációra vonatkozó információkat, ezért indokolt a stratégia szó helyett az orientáció kifejezés használata. A kér-dőív segítségével meghatározható, hogy az illető személyre melyik tanulási stratégia jellemző (Entwistle, 1988).A különböző személyek eltérő tanulási stratégiák iránt nyitottak. Az egyik legismertebb stratégia az SQ4R. Ez a következő lépéseket foglalja magában: előzetes áttekintés (Scan), kérdések alkotása (Query), elolvasás (Read), az olvasott információk átgondolása (Reflect), felidézés (Recite) és ismétlő áttekintés (Review) (Balogh, 2004;Tóth, 2000). Ha

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Academic Goal Orientations and Student Classroom Achievement

Cited by 106 publications

References 0 publications

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

The study of learning orientation and its changes among secondary school students

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