The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome

Liem, Gregory Arief D.; Lau, Shun; Nie, Youyan

doi:10.1016/j.cedpsych.2007.08.001

Cited by 605 publications

(605 citation statements)

References 31 publications

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“…We proposed that students who are mastery oriented will have high metacognitive-self-regulation skills because these skills are involved in controlling of various cognitive strategies for learning. Previous research has demonstrated that deep processing learning strategies (organization, elaboration, and critical thinking) were found to be positively correlated to achievement mastery goals (Elliot & McGregor, 1999;Liem, Lau, & Nie, 2008;Wolters et al, 1996). In addition, although contrary results were found in the literature regarding the relationship of performance-approach goals to learning strategies and self-regulatory strategies (Liem et al, 2008;Wolters et al, 1996), we hypothesized that these goals predict the use of metacognitive self-regulation skills.…”

Section: Introductionmentioning

confidence: 67%

“…Previous research has demonstrated that deep processing learning strategies (organization, elaboration, and critical thinking) were found to be positively correlated to achievement mastery goals (Elliot & McGregor, 1999;Liem, Lau, & Nie, 2008;Wolters et al, 1996). In addition, although contrary results were found in the literature regarding the relationship of performance-approach goals to learning strategies and self-regulatory strategies (Liem et al, 2008;Wolters et al, 1996), we hypothesized that these goals predict the use of metacognitive self-regulation skills. Our rational behind this assumption is that performance-approach oriented students care about the final grade and want to achieve better than others, they need to have high metacognitive self-regulation skills to direct them to particular learning strategies to achieve their goals.…”

Section: Introductionmentioning

confidence: 67%

“…As predicted, the achievement performance-avoid goal orientation was negatively related to total score. Performance-avoid goals are debilitating in that withdrawing efforts or not seeking help when it is needed may lead to lower performance (Liem et al, 2008). One implication of this finding is the need for educators to be cognizant of classroom factors that may lead students to avoid the demonstrating a perceived lack of ability.…”

Section: International Journal Of Educationmentioning

confidence: 99%

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Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Al-Harthy¹,

Was²,

Isaacson³

2010

IJE

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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.

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Section: Introductionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 67%

Section: International Journal Of Educationmentioning

confidence: 99%

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Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Al-Harthy¹,

Was²,

Isaacson³

2010

IJE

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“…Bir başka tanıma göre ise öğrenme stratejileri öğrencilerin akademik görevlerinde bilişötesi olarak ilişkili oldukları yapılara verilen addır [17]. Bu yapılar genel olarak iki kategoride ele alınır.…”

Section: Introductionunclassified

Beden Eği̇ti̇mi̇ Ve Spor Yüksekokulu Öğrenci̇leri̇ni̇n Bi̇li̇şötesi̇ Öğrenme Strateji̇leri̇ Ve Akademi̇k Öz-Yeterli̇kleri̇

Kılıç¹,

Öncü²

2014

Spor Ve Performans Araştırmaları Dergisi

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Bu araştırmanın amacı; beden eğitimi ve spor yüksekokulu (BESYO) öğrencilerinin bilişötesi öğrenme stratejileri ve akademik öz-yeterlik algılarını bazı değişkenlere göre incelemek ve aralarındaki ilişkiyi belirlemektir. Betimsel araştırma modelindeki araştırmanın çalışma grubunu, Karadeniz Teknik Üniversitesi ve Erzincan Üniversitesinin beden eğitimi ve spor yüksekokulunda öğrenim gören 143'ü kadın ve 205'i erkek 348 öğrenci oluşturmaktadır. Araştırma kapsamındaki öğrencilerin yaş ortalamaları 21,84 ± 2,49'dur. Araştırmada veri toplama aracı olarak Bilişötesi Öğrenme Stratejileri Ölçeği ve Akademik Öz-Yeterlik Ölçeği kullanılmıştır. Veriler, betimsel istatistik yöntemler, t-testi, ANOVA ve korelasyon testi kullanılarak analiz edilmiştir. Araştırmadan elde edilen bulgular doğrultusunda, çalışma grubunda yer alan öğrencilerin bilişötesi öğrenme strateji düzeylerinin orta seviyede, akademik öz-yeterlik algılarının da orta seviyenin üzerinde olduğu görülmektedir. Araştırma sonucunda, bilişötesi öğrenme stratejilerinin cinsiyet değişkenine göre erkek öğrencilerin lehine farklılaştığı görülürken bölüm ve sınıf değişkenine göre anlamlı bir farklılık tespit edilmemiştir. Öğrencilerin akademik öz-yeterlik algıları ise cinsiyet, bölüm ve sınıf değişkenine göre anlamlı bir şekilde farklılaşmamaktadır. Diğer taraftan araştırma sonuçları, BESYO öğrencilerinin bilişötesi öğrenme stratejileri, akademik öz-yeterlikleri ve akademik başarıları arasında pozitif yönde korelasyonlar olduğunu göstermektedir.

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“…It is consistently found to be positively related to student achievement in math (Liem, Lau, & Nie, 2008;Kenney-Benson, Pomerantz, Ryan, & Patrick, 2006;Puklek Levpušček & Zupančič, 2009), reading (Pečjak, Bucik, Gradišar, & Peklaj, 2006;Pečjak, Kolić Vehovec, & Podlesek, 2014) and writing (Schunk & Zimmerman, 2007). Self-efficacy impacts academic achievement through meaningful cognitive engagement -better attention and the use of better (meta)cognitive strategies (Pečjak et al, 2014;Walker, Greene, & Mansell, 2006), as well as through motivational strategies (De Feyter et al, 2012;Wolters & Rosenthal, 2000).…”

Section: Motivation and Academic Achievementmentioning

confidence: 99%

The Role of Personality and Subject-Specific Motivation in Students' Achievement in Math and Mother Tongue

Pečjak

Pirc

Peklaj

2016

Drustvena istrazivanja

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The aim of the study was to examine and to compare the relationships of different personality traits, subject-specific motivational dimensions and students' achievement in math and mother tongue in general upper secondary education, as well as how these variables predict their achievement. A total of 397 students attending the first year of general upper secondary education in Slovenia participated in the study. Different measures were used to assess students' personality traits, subject-specific interest, self-efficacy, volitional strategies and final grades in math and mother tongue. The results of the research showed different patterns of achievement predictors in both subjects and differences in the predictive power of included variables according to subjects. The included variables predicted 18% of variance in the Slovene language and 31% of variance in math. In both subjects, achievement was significantly positively predicted by self-efficacy and interest, and significantly negatively predicted by energy and procrastination. In math, agreeableness was also found as a significant negative predictor, and in Slovene language conscientiousness and immediate action were found as positive predictors of students' achievement. Implications of the study's findings are also discussed.

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The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome

Cited by 605 publications

References 31 publications

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Beden Eği̇ti̇mi̇ Ve Spor Yüksekokulu Öğrenci̇leri̇ni̇n Bi̇li̇şötesi̇ Öğrenme Strateji̇leri̇ Ve Akademi̇k Öz-Yeterli̇kleri̇

The Role of Personality and Subject-Specific Motivation in Students' Achievement in Math and Mother Tongue

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