Approach–avoidance motivation and metacognitive self-regulation: The role of need for achievement and fear of failure

Bartels, Jared M.; Magun-Jackson, Susan

doi:10.1016/j.lindif.2009.03.008

Cited by 76 publications

(54 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The relationships between goals, metacognitive self-regulation and academic achievement were the same in both age groups. The direction of these relationships was in accordance with previous research using a multiple goal perspective (Bartels & Magun-Jackson, 2009;Bong, 2009;Daniels et al, 2008;Diseth, 2011;Elliot et al, 1999;Greene & Miller, 1996;Koopman, Den Brok, Beijaard, & Teune, 2011;Simons et al, 2004;Vrugt & Oort, 2008;Wigfield & Cambria, 2010). Our results showed that there were no differences in grades between students with dominant mastery goals and students with performance-approach goals, even though mastery goals were related to more adaptive strategy use than performance goals.…”

Section: Discussionsupporting

confidence: 92%

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Dekker¹,

Krabbendam²,

Lee³

et al. 2016

JEDP

View full text Add to dashboard Cite

This study investigated whether academic achievement was predicted by the goal which generally drives a student's learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read vignettes of students that reflect four goal orientations. Participants indicated which student they resembled most, which revealed their dominant goal orientation. Age, sex and level of parental education were controlled for. Results showed that students with motivation goals of the mastery and performance-approach types obtained higher grades than students characterized by the performance-avoidance and work-avoidance goal type. A mediation analysis showed that goal orientations predicted achievement through the level of metacognitive self-regulation. Intrinsically motivated students showed the best metacognitive self-regulation skills of all students, whereas work-avoidant students had the lowest level of self-regulation skills. The scores of students with performance goals fell in-between. The research showed that the higher grades obtained by performance-approach students, compared to performance-avoidant and work-avoidant students, can partially be explained by their higher levels of metacognitive self-regulation. Thus, goal orientation predicted achievement differences through metacognitive self-regulation skills. This suggests that intrinsic motivation and self-regulation skills should ideally be supported in the classroom. Furthermore, it suggests that teachers could use vignettes to distinguish different types of students in order to identify students who are vulnerable to lower academic achievement.

show abstract

Section: Discussionsupporting

confidence: 92%

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Dekker¹,

Krabbendam²,

Lee³

et al. 2016

JEDP

View full text Add to dashboard Cite

show abstract

“…Recent studies have provided empirical evidence for the 2x2 framework (Bartels & Magun-Jackson, 2009;Conroy & Elliot, 2004;Cury, Elliot, Da Fonseca, & Moller, 2006;Kadioglu, Uzuntiryaki, & Capa-Aydin, 2009, 2011Van Yperen, 2006). For example, Cury, Elliot, Da Fonseca, and Moller (2006) and Van Yperen (2006) investigated whether goal orientations with similar characteristics in terms of definition or valence of competence were associated with similar achievementrelated constructs.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Learning Strategies and Goal Orientations: A Multilevel Analysis

Kadioglu¹,

Kondakci²

2014

EJER

View full text Add to dashboard Cite

Problem Statement: Motivation plays an important role in explaning students' academic achievement. In an effort to explain students' purposes for learning and their reasons why they engage in a learning activity, different achievement goal models (dichotomous, trichotomous, and 2x2) has been proposed over time. The present study aimed to extend previous research by employing the most recent model -2x2 achievement goal framework-, using multilevel analysis techniques at the high school level. Purpose of Study:The purpose of this study was to examine the relationship between Turkish high school students' learning strategies and their goal orientations in chemistry course using multilevel analysis. Learning strategies included rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation; while, goal orientations consisted of performance-approach, performance-avoidance, masteryapproach, and mastery-avoidance goals.

show abstract

“…The impact of self-regulation on academic achievement has been investigated in conjunction with motivational variables, such as self-efficacy, achievement goal orientation, and learning strategies (Bartels & Jackson, 2009;Bouffard-Bouchard, Parent, & Larivee, 1991;Dembo, 2000;Middleton & Midgley, 1997;Paulsen & Gentry, 1995;Pintrich & Schunk, 2002;Schunk & Ertmer, 2000;Schunk, 1990Schunk, , 1994Schunk, , 2001Zimmerman, 2000;Wolters, Yu, & Pintrich, 1996). For example, a study done by Paulsen and Gentry (1995) examined the relationships among motivational variables (intrinsic and extrinsic goal orientation, task value, control of learning, test anxiety, and self-efficacy), cognitive learning-strategy variables (rehearsal, elaboration, and organization), self-regulation variables (time, study, and effort), and students' academic performance (final grade) in an Introduction to Financial Management course.…”

Section: Introductionmentioning

confidence: 99%

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Al-Harthy¹,

Was²,

Isaacson³

2010

IJE

View full text Add to dashboard Cite

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.

show abstract

Approach–avoidance motivation and metacognitive self-regulation: The role of need for achievement and fear of failure

Cited by 76 publications

References 43 publications

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Relationship between Learning Strategies and Goal Orientations: A Multilevel Analysis

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Contact Info

Product

Resources

About