Student Goal Orientation and Interest: Effects on Students' Use of Self-Regulated Learning Strategies |
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| Institution: | 1. The University of Sydney, Faculty of Education and Social work, Australia;2. The University of Melbourne, Melbourne School of Psychological Sciences, Australia;3. Kyushu Sangyo University, Language Education and Research Centre, Japan;1. Department of Applied Psychology: Work, Education, and Economy, Faculty of Psychology, University of Vienna, Austria;2. Centre for Teacher Education, University of Vienna, Austria |
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| Abstract: | This study examined how goal orientation and interest together affected students' use of learning strategies. Ninety-three Grade 11 students participated in this study. This study was a 2 × 2 between-groups factorial using a post-test-only control group design. There were two independent variables, Goal orientation and Interest. There were three dependent variables: Total Main Ideas, Use of Other Cognitive Strategies, and Metacognition. There were significant main effects for Interest and Goal Orientation on the main-idea selection measure: high-interest students selected more main ideas than low-interest students, and rewarded students outperformed learning goal-oriented students. There was a main effect for Interest on Metacognition: high-interest students reported using more metacognitive strategies than low-interest students. Interpretation of these results is discussed from a theoretical perspective and practical applications are offered as well. |
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