Students' goal orientations and cognitive engagement in classroom activities.

Meece, Judith L.; Blumenfeld, Phyllis C.; Hoyle, Rick H.

doi:10.1037/0022-0663.80.4.514

Cited by 1,008 publications

(807 citation statements)

References 34 publications

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“…Engagement refers to the intensity and emotional quality of students' involvement (Connell, 1990;Fredricks, Blumenfeld, & Paris, 2004). It is a holistic construct having a behavioral (e.g., on-task behavior coupled with goal-directed activity and persistence), affective (e.g., interest, curiosity), and cognitive component (e.g., use of deep-level learning strategies) (Ainley, 1993;Blumenfeld, Megendoller, & Puro, 1992;Connell, 1990;Caraway, Tucker, Reinke, & Hall, 2003;Furrer & Skinner, 2003;Meece, Blumenfeld, & Hoyle, 1988;Skinner, Wellborn, & Connell, 1990). Engagement is a promising construct in education because it has the potential to integrate numerous bodies of literature (e.g., motivation, cognitive strategies) and provide a unified framework for studying education (Fredricks et al, 2004).…”

Section: Defining and Conceptualizing Transformative Experiencementioning

confidence: 99%

Motivation, learning, and transformative experience: A study of deep engagement in science

et al. 2009

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This study investigated the prevalence of transformative experiences, antecedents of transformative experience, and the relation between transformative experience and deep-level learning (conceptual change and transfer) for high school biology students (N = 166). Results suggested that the high school students in our sample typically engaged in low levels of transformative experience with respect to biology, but those students who strongly identified with science and who endorsed a mastery goal orientation were more likely to report engagement in higher levels of transformative experience. Furthermore, a higher level of engagement in transformative experience was positively associated with (a) conceptual change in understanding the concept of natural selection, but not inheritance, at the post-and follow-up assessments and (b) transfer at the follow-up assessment. According to Jackson (1986), there are two enduring outlooks in education, the mimetic, which focuses on transmitting predetermined and measurable information to students, and the transformative, which focuses on the transformation of qualities such as values, attitudes, and perceptions. Unfortunately, the majority of our efforts for educating children

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Section: Defining and Conceptualizing Transformative Experiencementioning

confidence: 99%

Motivation, learning, and transformative experience: A study of deep engagement in science

et al. 2009

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“…In view of the association between motivation and cognitive variables in learning, Blumenfeld (1992), Corno and Kanfer (1993), and Meece et al (1988) have used the term cognitive engagement to refer to the joint functioning of these factors. Consistent with this usage, we use the term reading engagement to refer collectively to the processes of motivation, cognitive strategy use, and conceptual knowledge during reading.…”

Section: Performance Assessment Of Reading and Language Artsmentioning

confidence: 99%

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Guthrie

Meter²,

Hancock

et al. 1998

Journal of Educational Psychology

102

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The authors define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team designed a year-long integration of reading/language arts and science instruction (Concept-Oriented Reading Instruction, CORI). The authors compared students who received this instruction to similar students who received traditionally organized instruction aimed toward the same objectives. A path analysis showed that CORI had a positive effect on strategy use and text comprehension for students at Grades 3 and 5 when accounting for past achievement and prior knowledge. CORI also had a positive, indirect effect on conceptual knowledge mediated by strategy use, and this instruction facilitated conceptual transfer indirectly through several paths simultaneously. The findings are discussed in relation to a growing literature on instructional contexts for motivated strategy use and conceptual learning from text. The term engagement in reading refers to the motivated use of strategies and conceptual knowledge during reading. These processes operate dynamically, increasing over time. The engaged reader is in a continual process of activating and extending his or her conceptual understanding. As the individual reads, he or she acquires core knowledge that lies at the heart of the domain (Alexander, Schallert, & Hare, 1991; Chi, DeLeeuw, Chiu, & Lavancher, 1994). For example, conceptual knowledge of a topic such as adaptation includes information about species, habitats, life cycles, and evolutionary change. Particular propositions about a species and its habitat are related to each other, and broad principles form a network of understanding (Alexander, Jetton, & Kulikowich, 1996; Chi et al., 1994). From our perspective, conceptual transfer occurs when the student uses conceptual knowledge to address a new question or to solve a problem. Engaged readers use and regulate strategies to enhance their conceptual understanding. Using prior knowledge (Anderson & Pearson, 1984), and posing questions as they explore their environment, engaged readers are involved in a process of searching (Singer & Donlan, 1982). They read multiple texts, examine a variety of documents, and extract critical details (Guthrie, Weber, & Kimmerly, 1993). As engaged readers succeed in searching, they use strategies for integrating information (Dole, Duffy, Roehler, & Pearson, 1991) from expository and narrative texts (Graesser, Gold

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“…Effort is one of the many motivating elements for learners, however, the amount of effort a learner invests is dependent on and influenced by various factors, including for example, the interest one develops, the level of commitment one intends to put and the confidence one has. Meece, Blumenfeld, and Hoyle (1988) define goal orientation as the set of behavioral intentions, determining how students approach and engage in learning activities. Wentzel (1989) defines goals as what students generally want to achieve in their classes, no matter it is academic or social.…”

Section: Effortmentioning

confidence: 99%

“…Ego or social goals Meece, Blumenfeld, and Hoyle (1988) note that student goals are designed to demonstrate high ability or please the teacher. This is defined as ego or social goals.…”

Section: Goal Orientationmentioning

confidence: 99%

“…This extends the definition given by Wentzel (1989) above as the social goal is related to how learners gain recognition from teachers. Work avoidant goal Learners with work avoidant goals have the priority to get work done with the minimum amount of effort (Meece, Blumenfeld, and Hoyle, 1988). Students of this kind are likely to have little or no intrinsic motivation for the learning activity.…”

Section: Goal Orientationmentioning

confidence: 99%

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