Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Abstract

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.

Affective variables as predictors of biology achievement: A study on 11thgrade students

“…Results of the present study proved that 11th grade students who valued Biology lessons more are more likely to achieve higher than others in Biology. This result is consistent with the findings of the related literature, [1], [11], [16], [19], [65], [71]. According to Pintrich and Schunk,[44] the reason why task values posses a close relationship with student achievement is its relationship with achievement related behaviors such as self-regulative abilities, motivation, achievement goals, choice, persistence and performance.…”

“…As a result, as students study by puting all the information together, relating the concepts to each other and their previous knowledge, and applying ideas in different classes and discussions, their Biology achievement increase. Because elaboration as a deep learning strategy requires students to constitute cognitive linkages between old and new knowledge, [1] elaboration provides learners to keeping the information in long term memory, [26], [64]. The present study also found out that 11th grade male students tended to achieve higher than the females in biology.…”

“…This reason may also be due to the contradictory definition proposed by Schiefele, [48] as assuming organization as a surface learning strategy rather than a deep learning strategy defined by Entwistle, [18]. According to Al-Harthy and Was, [1] surface learning strategies are the ones that are negatively related with students achievement. Therefore, such like the German sample analyzed in Shiefele's (1991) study, the sample adopted in this study may perceive organization as a surface, rather than a deep learning strategy.…”

“…A huge body of research also concluded that not only task values but also self-efficacy is a major factor explaining student achievemet, [1], [4], [5], [8], [24], [34], [37], [40], [41], [42], [44], [46], [49], [53], [56], [71], [74]. Results of the present study also indicated that 11th grade students who posses more self-efficacy beliefs in Biology lessons are more likely to achieve higher than others in Biology.…”

“…Higher levels of self-efficacy are found to be related with students' achievement levels, [1], [5], [24], [27], [28], [33], [34], [35], [36], [37], [41], [42], [43], [44], [49], [50], [51], [53], [66], [71], [73]. It was also proposed that self-efficacy is a strong predictor of students' higher achievement, [8], [37], [41], [42], [46].…”