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Titolo:
ACADEMIC GOAL ORIENTATIONS AND STUDENT CLASSROOM ACHIEVEMENT
Autore:
SCHRAW G; HORN C; THORNDIKECHRIST T; BRUNING R;
Indirizzi:
UNIV NEBRASKA,CTR LANGUAGE COGNIT & INSTRUCT,DEPT EDUC PSYCHOL,1313 SEATON HALL LINCOLN NE 68588
Titolo Testata:
Contemporary educational psychology
fascicolo: 3, volume: 20, anno: 1995,
pagine: 359 - 368
SICI:
0361-476X(1995)20:3<359:AGOASC>2.0.ZU;2-9
Fonte:
ISI
Lingua:
ENG
Soggetto:
MOTIVATION;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Citazioni:
21
Recensione:
Indirizzi per estratti:
Citazione:
G. Schraw et al., "ACADEMIC GOAL ORIENTATIONS AND STUDENT CLASSROOM ACHIEVEMENT", Contemporary educational psychology, 20(3), 1995, pp. 359-368

Abstract

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. ANCOVAs 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. (C) 1995 Academic Press. Inc.

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Documento generato il 05/07/20 alle ore 12:30:32