Goal orientation and reading comprehension strategy use among students with and without reading difficulties

Botsas, George; Padeliadu, Susana

doi:10.1016/j.ijer.2004.06.010

Cited by 65 publications

(52 citation statements)

References 55 publications

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“…Specifically, researchers seem to agree that a mastery goal is related to "an adaptive pattern of attributions and positive affect that will help a student try hard, persisting, and ultimately doing better on academic tasks" (Pintrich & Schunk, 1996, p. 239). For instance, it has been documented that mastery oriented students process the learning information at a deep level (Ames & Archer, 1988;Pintrich, 2000b), that they are more cognitively engaged in a task (Pintrich & Schrauben, 1992), use more metacognitive and self-regulating strategies (Meece, Blumenfeld, & Hoyle, 1988), enjoy their learning more (Elliot & Church, 1997) and tend to obtain better academic grades (e.g., Botsas & Padeliadu, 2003;Vansteenkiste, Simons, Lens, Soenens, Matos, & Lacante, 2004, Zusho & Pintrich, 2003. It must be noted though that some researchers have failed to replicate the latter finding (e.g., Harackiewicz, Barron, & Elliot, 1998) and instead showed that performance approach goals were most predictive of academic achievement.…”

Section: Mastery and Performance Achievement Goalsmentioning

confidence: 99%

Achievement Goals, Learning Strategies and Language Achievement among Peruvian High School Students

2007

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We used an achievement goal framework to study the role of motivation in the academic context of a Peruvian sample of 8 th to 10 th grade high school students (N = 1505). The purpose of this cross-sectional study was to examine the relationship between students' achievement goals, their use of learning strategies and their academic achievement. Multiple Hierarchical Regressions Analyses identified, as predicted, positive effects of mastery goals, including more use of learning strategies and higher academic achievement, and negative effects of performance avoidance goals, including lower academic achievement. Mixed results were found for pursuing performance approach goals, which predicted a greater use of learning strategies, but were unrelated to academic achievement. The present findings support the external validity of achievement goal theory in a sample of students from a culture that is understudied in the achievement goal literature in particular and the motivational literature in general. IntroductionEducation is of tremendous importance, more than ever before in history (Maehr & Midgley, 1996). To succeed in education, students not only need to dispose of the necessary cognitive skills, they also need to have the will or motivation to learn (Pintrich & De Groot, 1990). This is why teachers, educational psychologists and researchers recognised the usefulness of identifying effective pathways to promote students' adaptive motivation and achievement goals in classrooms.Within the realm of educational and motivation psychology, achievement goal theory represents one of the most important frameworks to conceptualise students' motivation and to study their effects on engagement, learning and performance in academic settings (Patrick, Anderman, Ryan, Edelin, & DOI: http://dx.doi.org/10.5334/pb-47-1-51 Pintrich, Conley, & Kempler, 2003;Pintrich & Schunk, 2002). In this respect, Pintrich (2000a, p. 94) pointed out that the central achievement goal constructs, that is mastery and performance goals, reflect "an organised system, theory, or schema for approaching, engaging and evaluating one's performance in an achievement context". 52 ACHIEVEMENT GOALS AMONG PERUVIAN HIGH SCHOOL STUDENTSThese qualitatively different types of achievement goals were expected to yield differential effects on students' learning and performance and various studies within Western cultures have provided evidence for these claims (see Brophy, 2005 for an overview). The present study goes beyond this past work by examining the usefulness of achievement goals to predict the learning and performance in a sample of Peruvian high school students, which have been understudied in the achievement goal literature in particular and motivation literature in general. Mastery and performance achievement goalsAchievement goals refer to the purposes or reasons for engaging in achievement behaviour and the ways in which a person responds to these achievement situations (Ames, 1992;Linnenbrink & Pintrich, 2000;Pintrich & Schunk, 1996). It includes differ...

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Section: Mastery and Performance Achievement Goalsmentioning

confidence: 99%

Achievement Goals, Learning Strategies and Language Achievement among Peruvian High School Students

2007

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“…Nolen ( , en Nicholls, 1992 encontró que la orientación a las metas de aprendizaje predijo (después de cuatro a seis semanas) el uso de estrategias de aprendizaje profundas para la lectura. Las metas de aprendizaje también han sido asociadas a niveles altos de rendimiento académico (Botsas & Padeliadu, 2003).…”

Section: Académicosunclassified

“…Entre los investigadores hay acuerdo sobre las consecuencias positivas asociadas a las metas de aprendizaje; se ha observado, por ejemplo, el uso de ciertas estrategias de aprendizaje que específicamente favorecen el procesamiento profundo de la información (entre ellas se encuentran las estrategias de organización y elaboración), valiéndose también del uso de estrategias metacognitivas (Covington, 2000) y generando con ello un mejor rendimiento académico (Botsas & Padeliadu, 2003). En relación con las metas de rendimiento, se ha encontrado resultados diferentes, básicamente asociados a los dos tipos de metas de rendimiento estudiados: de aproximación y de evitación.…”

Section: Introductionunclassified

La Teoría de Orientación a la Meta, estrategias de aprendizaje y rendimiento académico en estudiantes de secundaria de Lima

Matos

Lens²

2006

Persona

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“…Factor that impedes reading comprehension in many students with learning disabilities according to Bostas and Padeliadu (2003) is inability to employ necessary skills to get meaning from texts. Inability to use effective strategies during comprehension as asserted by Bostas and Padeliadu (2003) arises from difficulties in remembering recall strategies and failure to use and monitor strategies to be used.…”

Section: Introductionmentioning

confidence: 99%

“…Inability to use effective strategies during comprehension as asserted by Bostas and Padeliadu (2003) arises from difficulties in remembering recall strategies and failure to use and monitor strategies to be used.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

Oladele

Oladele²

2016

International Journal on Language, Literature and Culture in Education

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This study was carried out to determine the effectiveness of collaborative strategic reading and whole language approach on reading comprehension performance of primary school children with learning disabilities in Oyo state Nigeria. Seventy eight pupils participated in the study; they were between ages nine and eleven. Five hypotheses were generated and tested at 0.05 level of significance, convenience sampling technique was used to sample participants. The study was carried out in ten weeks. A pre test post test control group quasi experimental design with a 3 x 2 factorial matrix was adopted for the study. Analysis of covariance and t-test statistics were used to analyse the data collected. The five null hypotheses were rejected because there was significant difference in treatment effect across treatment groups and gender. It is hereby recommended that collaborative strategic reading should be employed to teach reading comprehension in Nigerian primary schools.

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Goal orientation and reading comprehension strategy use among students with and without reading difficulties

Cited by 65 publications

References 55 publications

Achievement Goals, Learning Strategies and Language Achievement among Peruvian High School Students

Achievement Goals, Learning Strategies and Language Achievement among Peruvian High School Students

La Teoría de Orientación a la Meta, estrategias de aprendizaje y rendimiento académico en estudiantes de secundaria de Lima

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

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