Multiple goals, motivation and academic learning

Abstract

Groups MG and LG attributed their success more to ability, they had higher perceived ability, they took task characteristics into account when planning which strategies to use in the learning process, they showed higher persistence, and used more deep learning strategies than did the students with predominance of performance goals (Group PG). On the other hand, Groups MG and PG took the evaluation criteria more into account when deciding which strategies to use in order to learn, and they attributed their failures more to luck than did Group LG. Students from Group MG attributed their success more to effort than did the other two groups and they attained higher achievement than Group PG. Group LG tended to attribute their failures more to lack of effort than did the other two groups.

Patron-Driven Acquisition and the Educational Mission of the Academic Library

“…27 This behavior conforms to Zipf's principle of least effort, one of the most far-reaching and widely supported theories in the social sciences. In its simplest form, the principle states that each individual will follow the path of least resistance, using no more (and no less) effort than believed necessary to achieve his or her goals.…”

“…Research suggests that even the most carefully designed PDA programs are unlikely to lead undergraduates to adopt a long-term perspective toward collection development. 80 In contrast, problems such as overspending and idiosyncratic bias can be mitigated by combining PDA with other selection methods, by limiting selection authority to particular groups of patrons, by restricting the set of titles from which patrons can select, and by maintaining professional oversight over the PDA selection process. Unfortunately, relatively few PDA programs have adopted these strategies.…”

Olhares de género face à matemática: uma investigação no ensino obrigatório espanhol

“…Esta última aprendizagem é muito importante já que constitui o fundamento da competência percebida. A investigação realizada no campo da aprendizagem escolar em geral, e da aprendizagem auto-regulada em particular, indica claramente a importância das crenças de auto-eficácia e do controlo percebido como aspectos críticos para a motivação e persistência inicial, mas também como factor protector face às dificuldades e aos primeiros fracassos (e.g., Gaskill & Woolfolk, 2002;Pajares & Graham, 1999;Pintrich, 2003;Valle et al, 2003;Zimmerman, 2002).…”

Capacitat predictiva de les variables atribucionals sobre el rendiment acadèmic en Matemàtiques

“…A més, totes les correlacions resulten positives. Aquests resultats van en la línia d'autors com Alonso García et al (1996), Shanahan i Walberg (1985) i Valle et al (1998), els quals suggereixen l'existència d'una relació directa, positiva i significativa entre les atribucions causals internes i el rendiment acadèmic. De la mateixa manera, i d'acord amb els resultats, sembla albirar una tendència clara en edats primerenques de l'anomenat autoconcepte positiu o locus de control intern positiu on com més atribució dels èxits a un mateix (cosa que comporta sentiments d'autoeficàcia percebuda i autocompetència més grans), més bo serà el rendiment matemàtic.…”