What are the relationships between college students’ goal orientations and learning strategies?

Takashiro, Naomi

doi:10.5964/psyct.v9i2.169

Cited by 6 publications

(3 citation statements)

References 23 publications

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“…This contribution is related to the notion of cognitive engagement. In this respect, according to Takashiro (2016), past research has focused on cognitive strategies both shallow (reproduction of memory) and deep (e.g., elaboration and organization). As Takashiro highlights, other learning strategies such as 'seeking help' have not been widely examined.…”

Section: Intercedingmentioning

confidence: 99%

Why are students' self-initiated contributions important(?) A study on agentic engagement

Montenegro

2019

RISE

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This article is part of a broader research project on student engagement, achievement goals, and autonomy support in higher education. This observational study presents a categorization of students’ self-initiated contributions for learning. For this purpose, an observation form was developed and implemented in both a large and a small course delivered by the same professor. The research question was “Which students’ verbal contributions in lecture-based courses are aligned with the concept of agentic engagement?” This question also aimed to explore the premise that agentic behavior is performed differently by male and female students in small and large courses. Each self-initiated contribution was classified, counted, and described, and then compared between courses. The findings revealed that (1) expected self-initiated contributions were the most observed ones in both courses, and (2) the number and type of contributions were different regarding student’s gender and class size. The paper concludes with recommendations to advance the state of research on agentic engagement.

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Section: Intercedingmentioning

confidence: 99%

Why are students' self-initiated contributions important(?) A study on agentic engagement

Montenegro

2019

RISE

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“…This contribution is related to the notion of cognitive engagement. In this respect, according to Takashiro (2016), past research has RISE -International Journal of Sociology of Education, 8(3) 305 focused on cognitive strategies both shallow (reproduction of memory) and deep (e.g., elaboration and organization). As Takashiro highlights, other learning strategies such as 'seeking help' have not been widely examined.…”

Section: Resultsmentioning

confidence: 99%

RISE 8(3) Full Issue

Editors

2019

RISE

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The article analyses the configuration and reconfiguration of the educational expectations of young people at the age of 15. The background is based on Bourdieu's culturalist contributions and the separation between Boudon's primary and secondary effects. Literature is contributed to the configuration of expectations, and specifically that which questions the relationship between academic achievements and expectations. In order to respond to the objective of analysing the expectations that are formed year after year among young people who move from compulsory to post-compulsory education, variables such as grades obtained, work aspirations and variables linked to social origin and sex are analysed. We use data obtained from our own panel-type survey of three years to 2056 students in the last year of compulsory education, and two subsequent years. Descriptive analyses and binary logistic regressions are carried out in each of the waves, including the variables mentioned. The results affirm that the grades obtained, expectations and previous choices have an impact on the configuration and reconfiguration of expectations. Finally, the family level of education, work aspirations and sex also influence the configuration of expectations, confirming the maintenance of educational inequalities.

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“…In general, perceived social support is thought to moderate the appraisal of situations as threatening and to enhance self-confidence to cope with It is thought to characterize students disaffected with school (bored, passive), and to be caused by feelings of incompetence, low task-value beliefs or low sense of control to meet achievement goals (Jarvis & Seifert, 2002;Ryan & Deci, 2002). It has also been negatively associated with MCLS and academic achievement (Brdar et al, 2006;Suárez-Riveiro et al, 2001;Takashiro, 2016). Some evidence has already been produced with respect to goal-directed self-talk (GDST) as a strategy for motivational self-regulation, although more investigation is clearly needed.…”

Section: The Influence Of Social Support On Self-regulated Learningmentioning

confidence: 99%

Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement

Martínez-López,

Moran,

Mayo

et al. 2023

Eur J Psychol Educ

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Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students (n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on metacognitive knowledge, metacognitive and cognitive learning strategies, and academic achievement, considering the potential mediating role of goal orientation self-management. Structural Equation Modelling yielded a conceptually consistent and statistically satisfactory empirical model, explaining a moderate-high percentage of the variance in self-regulated learning and academic achievement. The results showed that perceived support from teachers and family positively predicted metacognitive knowledge, metacognitive and cognitive learning strategies, and mastery self-talk and negatively predicted work-avoidance self-talk. Moreover, mastery self-talk and work-avoidance self-talk directly and indirectly (through metacognitive knowledge) predicted academic achievement. Perceived social support is proposed as a marker of vulnerability/protection and as a resource for facing challenges in the academic context.

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What are the relationships between college students’ goal orientations and learning strategies?

Cited by 6 publications

References 23 publications

Why are students' self-initiated contributions important(?) A study on agentic engagement

Why are students' self-initiated contributions important(?) A study on agentic engagement

RISE 8(3) Full Issue

Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement

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