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| Autor/inn/en | Gregoire, Michele; Ashton, Patricia; Algina, James |
|---|---|
| Titel | The Role of Prior and Perceived Ability in Influencing the Relationship of Goal Orientation to Cognitive Engagement and Academic Achievement. |
| Quelle | (2001), (29 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Ability; Academic Achievement; Cognitive Processes; College Students; Educational Objectives; Higher Education; Self Concept; Student Attitudes; Student Motivation |
| Abstract | Goal theory has become one of the most prominent perspectives in the study of academic motivation. Prior studies have found conflicting results regarding the relationship of goal orientation to cognitive engagement, academic achievement, and ability perceptions. Two hundred thirty-nine students from a large state university participated in this study. Results indicate that ability perceptions are significant predictors of students' goals, cognitive engagement, and grades, and that they indirectly contributed to performance on depth of processing, even when verbal ability was controlled. Furthermore, cognitive engagement mediated the effect of both performance-approach and mastery goals on depth of processing. This model fills in the gap in goal theory by answering the question why individuals choose goals by providing a powerful explanation for students' choices. (Contains 3 tables, 2 figures, and 20 references.) (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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