MOTIVATIONAL AND SELF-REGULATED LEARNING COMPONENTS OF CLASSROOM ACADEMIC-PERFORMANCE
MOTIVATIONAL AND SELF-REGULATED LEARNING COMPONENTS OF CLASSROOM ACADEMIC-PERFORMANCE
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DOI：
10.1037/0022-0663.82.1.33
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发表时间：
1990-03-01
影响因子：
4.9
通讯作者：
DEGROOT, EV
中科院分区：
文献类型：
--
作者：
PINTRICH, PR;DEGROOT, EV
一项相关性研究探讨了动机取向，自我调节学习和课堂学习成绩之间的关系，为173名七年级学生从8个科学和7个英语班。学生自我效能感，内在价值，考试焦虑，自我调节和使用学习策略的自我报告措施进行管理，并从课堂作业的工作中获得的性能数据。自我效能和内在价值与认知投入和绩效呈正相关。回归分析显示，根据结果的措施，自我调节，自我效能感和考试焦虑成为最好的预测性能。内在价值并没有直接影响性能，但强烈相关的自我调节和认知策略的使用，无论先前的成就水平。动机取向的个体差异对认知参与和课堂自我调节的影响进行了讨论。
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.