Task value, self-efficacy and goal orientations : impact on self-regulated learning, choice and performance among university students
1) THE ABSTRACT (what the article is about?) in a short time
basic presentation OF THIS STUDY : exams relation between
achievement behaviours
motivational variables
RESULTS OF THIS STUDY
2) THE INTRODUCTION
background (what has been done before?)
other studies
about - achievement-related behabiours => academic choice and performance
about the role of motivational factors => goal orientations => the use of self-regulated learning stratégies
aim of the present study
to study the influence of motivational variables (task value, self-efficacy and goal orientations) on self-regulation
and to study the relative influence of motivational and cognitive variables on student's choice
Justification
student's academic achievement
explanations about :
self-regulated learning
includes metacognitive strategies
task value
self-efficacy
goal orientations
learning goals
performance orientation
includes congnitive strategies
avoidance dimension
approach dimension
student's academic choice
4 research questions
.
What is the relative influence of motivational and cognitive variables on student's choice and performance?
Do task value and self-efficacy interact as predictors of self-regulated learning and achievement behaviours ?
What is the relative influence of task value, self-efficacy and goal orientations on self-regulation?
Do groups of students with distinct goal orientations differ in self-regulation and achievement behaviours?
3) THE METHOD
Subjects
184 first-year psychology students in a French-speaking university in Belgium
Measures
self-report questionnaire=> 7-point Likert-type scales - Task value, Self-efficacy, Goal orientations, Learning stratégies, Choice, Academic performance
Statistical Analyses
stepwise regressions
MANOVA
correlationnal analyses
4) THE RESULTS
Correlationnal analysis
- Choice related to academic performance
- Approach and avoidance dimensions of learning goal orientation both correlated with choice+metacognitive stratégies. Also correlation between approach-learning orientation and deep-processing
- self-efficacy related to the use of deep-processing strategies
- Image-performance goals related to surface-level cognitive strategies
- Task value correlated with deep cognitive+metacognitive strategies
Regression analyses
Relative influence of motivational and cognitive variables on student's choice and performance
Relative influence of task value, self-efficacy and goal orientations on self-regulation
Manova
Effects of task value and self-efficacy on self-regulation, choice and academic performance
Significant differences on self-regulation, choice and academic performance (dependent variables): students with high task value scores => more Learning stratégies + more future course enrolment intentions+ performed better academically than students with low task value scores
5) THE DISCUSSION
summary of main findings
meaning and significance of the results
aim - results
Influence of the pursuit of multiple goal+ Information on the importance of the value aspect of learning
resullts indicates:
teachers : the goals of demonstrating abilities
importance for teachers to intensify student's conscious perception of the value
important that teachers clarify the ulity of the course to enhance its perceived value
perspectives
to analyse the relationships between motivational beliefs and the use of Learning stratégies
to analyse our understanding of the multiple relations and dynamics of interaction between all these variables
this research extended to other populations from different subject-matter areas