Academic Goal Orientations and Student Classroom Achievement  

Oleh:

Schraw, Gregory ; Horn, Christy ; Thorndike-Christ, Tracy ; Bruning, Roger H.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 20 no. 03 (Jul. 1995), page 359-368.
Topik: academic; student classroom; achievement; academic; goal orientations

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

We examined whether college students' goal orientations affect achievement, strategy use, and metacognition. Dweck and Leggett's (1988) framework was used to distinguish between learning (i.e. concern for improving one's competence) and performance (i.e. concern for proving one's competence) orientations. Individuals were classified as normatively high or low on each dimension, creating a 2 x 2 summary table. ANCOV as indicated that individuals who scored high on the learning dimension obtained higher achievement scores used more strategies, and possessed more metacognitive knowledge about cognitive processes even when prior achievement was controlled statistically. These findings supported the view that a strong learning orientation facilitates the development of cognitive skills necessary to increase academic achievement independent of one's performance orientation. Educational implications were discussed.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali