Achievement goals, study strategies, and achievement: A test of the “learning agenda” framework

Senko, Corwin; Hama, Hidetoshi; Belmonte, Kimberly

doi:10.1016/j.lindif.2012.11.003

Cited by 58 publications

(58 citation statements)

References 40 publications

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“…This may have important implications for achievement settings that attempt to foster intellectual engagement as a means to enhance performance (e.g. Paunesku et al, ; Senko, Hama, & Belmonte, ). Thirdly, they demonstrate how Resource Allocation Theory can be used to formalize the somewhat abstract distinction between cognitive engagement and cognitive capacity.…”

Section: General Discussion and Conclusionmentioning

confidence: 99%

Trait Intellect Predicts Cognitive Engagement: Evidence from a Resource Allocation Perspective

et al. 2016

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Trait Intellect, one of the two 'aspects' of the broader Openness/Intellect 'domain', predicts performance on a range of cognitive tasks including tests of intelligence and working memory. This has been explained in terms of the tendency for high-Intellect individuals to explore, or engage more effortfully with, abstract information. This theoretical perspective can be framed in the language of Resource Allocation Theory, in terms of high-Intellect individuals allocating more of their available cognitive resources to abstract cognitive tasks. In two experiments (total N = 160), we examined the relation between Intellect and cognitive engagement during a primary word-search task under conditions of both high and low secondary cognitive load. Both experiments revealed that high-Intellect individuals were more vulnerable to the impact of the secondary cognitive load on primary task performance. This suggests that, under low secondary load, such individuals were indeed allocating more of their available cognitive resources to the primary task. These results held after controlling for trait Openness, trait Industriousness (an aspect of Conscientiousness) and a measure of working memory capacity (N-back task). Our findings provide novel support for the cognitive mechanisms proposed to underlie trait Intellect. Copyright © 2016 European Association of Personality Psychology Key words: intellect; openness; cognitive engagement; cognitive capacity; resource allocation theory Openness/Intellect (O/I) is one of the five empirically derived trait 'domains' of personality (along with Extraversion, Neuroticism, Conscientiousness, and Agreeableness-i.e. the 'Big Five'; Goldberg, 1993;John, Naumann, & Soto, 2008). The compound label O/I reflects an early debate regarding the most salient characteristics of this domain: While McCrae (1985, 1992) preferred the label 'Openness to experience', emphasizing propensities toward aesthetic appreciation and fantasy, Goldberg (1990Goldberg ( , 1993 preferred the label 'Intellect', emphasizing intellectual curiosity. It was subsequently shown that both of these conceptualizations are relevant for describing the patterns of behaviour and experience captured by this domain (Johnson, 1994;Saucier, 1994) and correspond to two correlated 'aspects' located below the O/I domain within the hierarchical structure of personality traits (DeYoung, Quilty, & Peterson, 2007). O/I has therefore been conceptualized as a broad tendency toward cognitive exploration, reflecting engagement with abstract or semantic information (Intellect), as well as perceptual and sensory information (Openness) (DeYoung, 2013, 2014, refer also to McCrae & Costa, 1997.Unique among the Big Five domains, O/I predicts higher performance on various cognitive tasks, including tests of general intelligence, executive functions, and working memory (WM) (e.g. Ackerman & Heggestad, 1997;Chamorro-Premuzic, Moutafi, & Furnham, 2005;DeYoung, Peterson, & Higgins, 2005;McCrae & Costa, 1997;von Stumm & Ackerman, 2013). More rece...

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Section: General Discussion and Conclusionmentioning

confidence: 99%

Trait Intellect Predicts Cognitive Engagement: Evidence from a Resource Allocation Perspective

et al. 2016

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“…Previous work has also found that mastery goals predict the use of certain learning strategies (i.e., critical thinking) that can lead to lowered grade‐related performance (Ranellucci et al, 2015). One explanation for this is that when students focus their attention on learning goals and deeply understanding the material instead of their performance, their achievement can suffer (Senko, Hama, & Belmonte, 2013). This may especially be the case on standardized achievement tests, which, given their often high‐stakes nature, may emphasize performance rather than mastery.…”

Section: Discussionmentioning

confidence: 99%

Does attending a deeper learning school promote student motivation, engagement, perseverance, and achievement?

Agger

Koenka

2020

Psychology in the Schools

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The evolving economic landscape of the 21st century demands graduates who possess deeper learning (DL) competencies such as critical thinking and collaboration skills. Despite their importance, little work has examined the motivational mechanisms through which DL predicts essential academic outcomes. The current study (N = 1,288) used an ethnically diverse sample of students (53% Hispanic) to explore self‐efficacy and mastery goal orientation as potential mediators of the relationship between (a) enrollment in a DL school and (b) academic engagement, perseverance, and mathematics achievement. Results showed that students who attended DL schools, compared with students in non‐DL schools, reported higher self‐efficacy, mastery goal orientation, and academic engagement. Path analyses revealed that attending a DL school was associated with higher academic engagement and self‐efficacy. However, enrollment in a DL school was not directly related to mathematics achievement. Overall, results provide evidence that attending a DL school can lead to valuable motivation‐ and engagement‐related benefits.

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“…They are diff erentiated into mastery and performance goals, which can be further divided along two other dimensions: approach and avoidance motivation (Elliot & McGregor, 2001). Mastery approach-goals focus on the development of competence or task mastery (Elliot, 1999;Senko, Hama & Belmonte, 2013). In the case of mastery-avoidance goals, the accent falls on avoiding misunderstanding or the failure to learn course material (Elliot & McGregor, 2001).…”

Section: Students' Achievement Goals and Academic Performancementioning

confidence: 99%

“…On the contrary, Richardson et al (2012) indicated that performance-avoidance goals have the strongest relationship with academic performance. Senko et al (2013) suggested that in comparison to mastery orientation goals, performance-approach goals are more strongly related to the GPA. In the same line, there are also other studies which reported a higher eff ect of performance-approach goals on the fi nal course grades (Wolters, 2004;Hulleman, Durik, Schweigert, & Harackiewicz, 2008;Hulleman, Schrager, Bodmann, & Harackiewicz, 2010;Ranellucci, Hall, & Goetz, 2015).…”

Section: Students' Achievement Goals and Academic Performancementioning

confidence: 99%

Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

Paloş¹,

Petrovici²,

Măgurean³

2019

RCIS

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Previous research highlights that self-regulated learning makes a diff erence in students' achievement, and is helpful in improving their performance. The present study aimed to test a model which assumed that relationships between selfregulated learning and academic performance are mediated by the achievement goals that students endorse. 254 students enrolled in Psychology undergraduate courses were tested. The results showed that performance-approach goals were those which predicted grades and not mastery-approach goals. Moreover, performance-approach goals mediated the relationship between self-effi cacy and academic performance. Also, two of the self-regulated learning components' (i.e., self-effi cacy and self-regulation) predict academic performance directly, no matter what type of achievement goals students pursue. Knowing this, teachers can help students to learn better, to monitor their progress and to achieve their objectives.

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Achievement goals, study strategies, and achievement: A test of the “learning agenda” framework

Cited by 58 publications

References 40 publications

Trait Intellect Predicts Cognitive Engagement: Evidence from a Resource Allocation Perspective

Trait Intellect Predicts Cognitive Engagement: Evidence from a Resource Allocation Perspective

Does attending a deeper learning school promote student motivation, engagement, perseverance, and achievement?

Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

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