Relationship Between Achievement Goal Orientations and Use of Learning Strategies

Abstract Students' achievement goal orientations, learning strategies, and the relationship between them were identified. One hundred and eighty-nine students enrolled in an undergraduate educational psychology course completed a questionnaire on goal orientations and learning strategies. Results indicated that most of the students were close to mastery orientation and somewhat ego-social. Students used deep cognitive strategies often; they used surface and metacognitive strategies occasionally. Mastery orientation predicts use of deep cognitive and metacognitive strategies; when such an orientation is salient, however, less surface cognitive strategy use is expected. Ego-social orientation predicts surface cognitive strategy use but does not relate to deep and metacognitive strategy use. Work-avoidant orientation negatively correlates with deep cognitive and metacognitive strategy use.

[1]  D. Deshler,et al.  Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents , 1986, Exceptional children.

[2]  Ulrich Schiefele,et al.  Interest, Learning, and Motivation , 1991 .

[3]  Mary Ainley,et al.  Styles of engagement with learning: multidimensional assessment of their relationship with strategy use and school achievement , 1993 .

[4]  John T. Behrens,et al.  Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. , 1993 .

[5]  Richard E. Mayer,et al.  The Teaching of Learning Strategies. , 1983 .

[6]  C. Dweck,et al.  Goals: an approach to motivation and achievement. , 1988, Journal of personality and social psychology.

[7]  N. Feather.  Persistence at a difficult task with alternative task of intermediate difficulty. , 1963, Journal of abnormal and social psychology.

[8]  Thomas M. Haladyna,et al.  Motivation and studying in high school science , 1990 .

[9]  N. Feather,et al.  The relationship of persistence at a task to expectation of success and achievement related motives. , 1961, Journal of abnormal and social psychology.

[10]  Ann L. Loranger.  The Study Strategies of Successful and Unsuccessful High School Students , 1994 .

[11]  N. Feather,et al.  Cognitive dissonance, sensitivity, and evaluation. , 1963, Journal of abnormal and social psychology.

[12]  D. Cross,et al.  Informed strategies for learning: a program to improve children's reading awareness and comprehension , 1984 .

[13]  P. Pintrich.  A Process-Oriented View of Student Motivation and Cognition. , 1988 .

[14]  E. S. Conklin.  Human Motivation , 1932, The Journal of Religion.

[15]  B. Zimmerman,et al.  Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies , 1986 .

[16]  B. Weiner.  An Attributional Interpretation of Expectancy-Value Theory , 1974 .

[17]  C. Bereiter,et al.  Three Levels of Goal Orientation in Learning , 1991 .

[18]  Carole A. Ames,et al.  Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes , 1988 .

[19]  S. B. Nolen.  The role of personal goals in students' selection of learning strategies , 1986 .

[20]  P. Winne,et al.  Measuring Component and Sets of Cognitive Processes in Self-Regulated Learning. , 1993 .

[21]  On Learning Research: A Conversation with Lauren Resnick. , 1989 .

[22]  Mary Ann Losh.  The effect of the strategies intervention model on the academic achievement of junior high learning-disabled students , 1991 .

[23]  Teresa Garcia,et al.  Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire , 1996 .

[24]  Donald F. Dansereau,et al.  Learning Strategies Training: Effects of Sequencing. , 1983 .

[25]  J. Meece,et al.  Students' goal orientations and cognitive engagement in classroom activities , 1988 .

[26]  S. Biddle,et al.  Children's task and ego goal profiles in sport. , 1994, The British journal of educational psychology.

[27]  C. Dweck,et al.  Goals: an approach to motivation and achievement. , 1988, Journal of personality and social psychology.

[28]  Claire E. Weinstein,et al.  Why does a school psychologist need to know about learning strategies , 1986 .

[29]  Marja Vauras,et al.  Development of Text-Processing Skills in High-, Average-, and Low-Achieving Primary School Children , 1994 .

[30]  Glenn Grube,et al.  Taking Risks to Improve Instruction. , 1988 .

[31]  Sandra Graham,et al.  Motivational influences on cognition : task involvement, ego involvement, and depth of information processing , 1991 .

[32]  S. B. Nolen,et al.  Reasons for studying: Motivational orientations and study strategies. , 1988 .

[33]  Kathleen Holt,et al.  A pattern analysis of students' achievement goals. , 1993 .