Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students

Abstract

This study, conducted with 184 first-year Belgian psychology students, examines the relations between motivational variables and achievement behaviours. A multiple-goal perspective with approach and avoidance dimensions was considered. Correlational, stepwise multiple regressions and MANOVA were performed. Results from the regressions indicate: (1) a direct effect of motivational variables on self-regulated learning strategies, and a direct effect of selfregulated learning strategies on performance, but no direct influence of motivational variables on performance; and (2) a direct influence of value and learning-approach goal orientation on choice. Results from the first multivariate analysis of variance (MANOVA) with task value and self-efficacy as independent variables only show a main effect of task value on all learning strategies and behavioural outcomes. Results from the second MANOVA assert the positive effect of the endorsement of multiple goals on deep-learning strategies and choice.

Percepción sobre el coste de pensar críticamente en universitarios chilenos y españoles

“…Además de considerar el componente de valor de la tarea en su conjunto, es interesante llamar la atención sobre uno de los componentes: el coste (Neuville, et al, 2004;Neuville, Frenay, y Bourgeois, 2007). Se trata aquí del coste que se está dispuesto a asumir para realizar esa tarea y que no debemos confundir con la percepción de coste de utilizar el pensamiento crítico.…”

Personal Self-Regulation and Regulatory Teaching to predict Performance and Academic Confidence: new evidence for the DEDEPRO ModelTM

“…In complementary fashion, self-regulated learning is the type of learning that involves adequate planning, control and self-assessment (Bembenutty, Cleary & Kintasas, 2013;Pintrich, 2004;Zimmerman & Shunck, 2001;Zimmerman, & Labuhn, 2012), and has been associated with achievement (Neuville, Frenay & Bourgeois, 2007;Pintrich & De Groot, 1990;Valle, Nuñez, Cabanach, et al, 2008;Vermunt, 2005).…”

Regulatory Teaching and Self-Regulated Learning in College Students: Confirmatory Validation Study of the IATLP Scales

“…In complementary fashion, self-regulated learning or autonomous learning is a process variable of the student, referring to the type of learning that involves adequate planning with goals, and self-monitored learning behaviours, through self-control and self-evaluation (Pintrich, 2004;Zimmerman & Shunck, 2001). Self-regulated learning has been related to achievement (Bembenutty & Zimmerman, 2003;Neuville, Frenay & Bourgeois, 2007;Valle, et al, 2008;Vermunt, 2005 In this interactive model, it was assumed that all the above variables are found on a low-to-high continuum, with different types of probabilistic relations (see Table 1). Following are the four logical hypotheses that can be derived from the DEDEPRO model (a) When the learner possesses high personal self-regulation (presage) and is exposed to highly regulatory teaching, he or she will carry out highly self-regulated learning (process), ultimately producing a high level of satisfaction and performance (product).…”