Influences on Achievement: Goals, Perceived Ability, and Cognitive Engagement

Greene, Barbara A.; Miller, Raymond B.

doi:10.1006/ceps.1996.0015

Cited by 436 publications

(290 citation statements)

References 19 publications

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“…Successful online students used self-regulated learning strategies in online courses such as self-evaluation, organization, goal setting and planning, seeking information and social assistance, keeping records, monitoring, rehearsing and memorizing. These findings are consistent with those of Greene and Miller (1996) who found that those students having intrinsic goals tended to use deeper cognitive strategies and self-regulatory strategies and were more successful than students who did not have intrinsic goals.…”

Section: Cognitive Antecedents Of Emotionssupporting

confidence: 90%

Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom

Pentaraki

Burkholder

2017

European Journal of Open, Distance and E-Learning

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There is emerging evidence that suggests emotions as a discrete factor in academic online contexts that significantly contribute to student engagement and higher order learning (Cleveland-Innes & Campbell, 2012;You, 2012, You & Kang, 2014 Zembylas, 2008;Liaw, 2008). Pekrun (2000) and Pekrun, Goetz, Frenzel, Barchfeld, and Perry (2011) developed the control-value theory of achievement emotion that not only showed that emotions represent a discrete category in student engagement, but that there are certain factors such as perceived academic control and self-regulation that function as antecedents of students' emotional reactions that affect online learning. The aim of the present paper is to review the emerging research evidence of the impact of emotions on students' engagement in order to understand the distinct role that emotions may play in online learning. The review also proposes strategies and activities that teachers can use in order to enhance students' positive engagement in online learning. The findings suggest that emotions are significant factors in students' engagement in online learning while cognitive and behavioural factors function as antecedents of emotions in online contexts. The inclusion of emotional, cognitive and behavioural strategies in online teaching can enhance students' engagement and learning experience in the online classroom. Abstract in GreeceΑναδυόμενα ερευνητικά δεδομένα μας δείχνουν ότι τα συναισθήματα αποτελούν διακριτούς παράγοντες στα ακαδημαϊκά διαδικτυακά πλαίσια και συνεισφέρουν σημαντικά στην συμμετοχή των φοιτητών στην μάθηση, στην κριτική σκέψη και στην επίλυση προβλημάτων (Cleveland-Innes & Campbell, 2012;You, 2012, You & Kang, 2014 Zembylas, 2008;Liaw, 2008). Ο Pekrun (2000) και οι Pekrun, Goetz, Frenzel, Barchfeld, και Perry (2011) ανέπτυξαν την θεωρία των συναισθημάτων που συνδέονται με την επίτευξη μαθησιακών στόχων και βασίζονται πάνω στον ατομικό έλεγχο και στην αξία που έχει η μάθηση για τον φοιτητή (control-value theory of achievement emotion) δείχνοντας ότι τα συναισθήματα δεν αποτελούν μόνο μια διακριτή κατηγορία στην συμμετοχή των φοιτητών στην μάθηση, αλλά ότι υπάρχουν συγκεκριμένοι παράγοντες, όπως η αντίληψη του να έχουν οι φοιτητές ακαδημαϊκό έλεγχο και αυτορρύθμιση, οι οποίοι προηγούνται των συναισθηματικών αντιδράσεων των φοιτητών και επηρεάζουν την διαδικτυακή μάθηση.Ο σκοπός της παρούσας εργασίας έχει στόχο την ανασκόπηση των αναδυόμενων ερευνητικών δεδομένων για την επιρροή των συναισθημάτων στην συμμετοχή των φοιτητών στην μάθηση έτσι ώστε να κατανοήσουμε τον διακριτό ρόλο που διαδραματίζουν τα συναισθήματα στην διαδικτυακή μάθηση. Η ανασκόπηση επίσης προτείνει στρατηγικές και δραστηριότητες που μπορούν οι καθηγητές να χρησιμοποιήσουν για να εμπλουτίσουν την θετική συμμετοχή των φοιτητών στην διαδικτυακή μάθηση. Τα ευρήματα δείχνουν ότι τα συναισθήματα αποτελούν σημαντικούς παράγοντες στην συμμετοχή των φοιτητών στην διαδικτυακή μάθηση ενώ γνωστικοί και συμπεριφορικοί παράγοντες προηγούνται των συναισθημάτων στα διαδικτυακά πλαίσια. Η ενσωμ...

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Section: Cognitive Antecedents Of Emotionssupporting

confidence: 90%

Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom

Pentaraki

Burkholder

2017

European Journal of Open, Distance and E-Learning

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“…Among undergraduates, perceived ability (self-efficacy) and mastery learning goals influenced meaningful cognitive engagement, which in turn influenced achievement. Performance goals predicted shallow processing which negatively influenced achievement (Greene & Miller, 1996). In addition, students with mastery goal orientations used more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and a stronger belief that success follows from effort.…”

Section: Predictors Of Motivationmentioning

confidence: 98%

“…Goal selection, then, affects performance outcomes. Greene and Miller (1996) found that self-efficacy and learning goals predicted meaningful cognitive engagement, which in turn influenced achievement.…”

Section: Group Factors Students Of Color Generally Have Lower Graduamentioning

confidence: 98%

“…In an analysis of undergraduates, high self-efficacy (as measured by the Academic Self-Efficacy Scale, Wood, & Locke, 1987) predicted high personal academic performance goals (i.e., grades), and performance goals and ability were related to actual course performance. People who are high in self-efficacy are also more likely to adopt goals related to acquiring knowledge (learning goals) as opposed to simply performing well (performance goals) (Greene & Miller, 1996) (for more on this, see the Motivation section). Zimmerman and Bandura (1994) found perceived academic self-efficacy to influence writing grade attainments for college freshman by fostering the adoption of learning goals for writing skills.…”

Section: Group Factors Students Of Color Generally Have Lower Graduamentioning

confidence: 99%

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The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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“…Banyak hasil penelitian yang menunjukkan bukti empiris bahwa adopsi orientasi tujuan mastery approach terasosiasi secara kuat dengan penggunaan strategi kognitif dan metakogniitif yang adaptif (Ames & Archer, 1988;Pintrich & De Groot, 1990;Greene & Miller, 1996;Somuncuoglu & Yildirim, 1999;Dupeyrat & Marine, 2005;Kahraman, 2011;Gurcay & Balta, 2013;Sadeghy & Mansoury, 2014). Selain itu, orientasi tujuan ini juga terasosiasi dengan strategi mencari bantuan yang adaptif yang sangat penting dalam area regulasi konteks belajar berdasar regulasi diri.…”

Section: Pintrichunclassified

Peranan Kepuasan Kebutuhan Dasar Psikologis dan Orientasi Tujuan Mastery Approach terhadap Belajar Berdasar Regulasi Diri

Tekeng¹,

Alsa²

2016

jpsi

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Abstract. This research aims at empirically examining the role of basic psychological need satisfaction and mastery approach goal orientation toward the self-regulated learning of the university students. The subject of this research consisted of 240 students the third, the fifth, and the seventh semester students of the faculty of education and teaching at the State Islamic University Makassar derived from eight departments. The sample taken by using multi stage cluster random sampling tecnique. The research instruments used were the self-regulated learning scale, the psychological basic need scale, and the mastery approach goal orientation scale. The data analyzed by using multiple regression analysis. The result shows that the value of Fregression = 115.303, and the value of p < 0.001. This means that the hypothesis of this research is accepted or the basic psychological need together with the mastery approach goal orientation can significantly predict the selfregulated learning of the university students with effective contribution R 2 = 0.493 or 49.3%. Partially, the two predictors showed a different contribution where the basic psychological need satisfaction contributed 4.9% and the mastery approach goal orientation contributed 44.4% to the self-regulated learning of the university students.Keywords: basic psychological need satisfaction, goal orientation, mastery approach, selfregulated learningAbstrak. Penelitian ini bertujuan untuk menguji secara empiris peranan kepuasan kebutuhan dasar psikologis dan orientasi tujuan mastery approach sebagai prediktor belajar berdasar regulasi diri mahasiswa. Subjek penelitian berjumlah 240 mahasiswa semester III, V, dan VII Fakultas Tarbiyah dan Keguruan di Universitas Islam Negeri Makassar yang berasal dari delapan prodi. Teknik pengambilan sampel menggunakan multi stage cluster random sampling. Instrumen penelitian yang digunakan adalah skala belajar berdasar regulasi diri, skala kepuasan kebutuhan dasar psikologis, dan skala orientasi tujuan mastery approach. Data dianalisis dengan menggunakan uji regresi berganda. Hasilnya menunjukkan nilai Fregresi = 115,303 dan nilai p < 0,001. Ini berarti bahwa hipotesis penelitian ini dapat diterima atau dengan kata lain kepuasan kebutuhan dasar psikologis dan orientasi tujuan mastery approach secara bersama dapat secara signifikan memprediksi belajar berdasar regulasi diri mahasiswa dengan sumbangan efektif sebesar R 2 = 0,493 atau 49,3%. Secara parsial, kedua variabel memberikan nilai kontribusi yang berbeda, dimana kepuasan kebutuhan dasar psikologis memberikan sumbangan efektif sebesar 4,9% dan orientasi tujuan mastery approach memberikan sumbangan efektif sebesar 44,4% terhadap belajar berdasar regulasi diri mahasiswa.Kata kunci: belajar berdasar regulasi diri, kepuasan kebutuhan dasar psikologis, orientasi tujuan mastery approach 1 Korespondensi mengenai isi artikel ini dapat dilakukan melalui: st.nurjannah@uin-alauddin.ac.id, asmalsa@ugm.ac.id

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Influences on Achievement: Goals, Perceived Ability, and Cognitive Engagement

Cited by 436 publications

References 19 publications

Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom

Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Peranan Kepuasan Kebutuhan Dasar Psikologis dan Orientasi Tujuan Mastery Approach terhadap Belajar Berdasar Regulasi Diri

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