For effective self-regulators, mastery goals have a large positive and performance-avoidance goals a small negative effect on metacognition¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the path model for effective self-regulators, mastery goals had a large positive effect (standardized β=.50) and performance-avoidance goals a small negative effect (β=-.15) on metacognition. → Anneke Vrugt & Frans J. Oort 2008

Evidence¶

Anneke Vrugt & Frans J. Oort 2008¶

Anneke Vrugt & Frans J. Oort. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition Learning. https://doi.org/10.1007/s11409-008-9022-4

q2 · i? · associational · r2

Structural equation modeling of the hypothesized model fitted to 421 effective self-regulators (first-year psychology students), with gender, age and intellectual ability controlled. Table 2 reports standardized coefficients β=.50 (mastery→metacognition) and β=-.15 (avoidance→metacognition); the article notes values of 0.5 are considered "large" and 0.1 "small".

"Consistent with expectation mastery goals had a large positive and performance-avoidance goals had a small negative effect on metacognition and through metacognition on the use of each of the four study strategies."

Discussion¶

Related Claims¶

• Mastery and performance-approach goals positively predict self-efficacy while performance-avoidance goals negatively predict it across all three grade levels — related
• Six relationships in the model differ for less effective self-regulators, including performance-avoidance goals being unrelated to metacognition — related
• Performance-approach goals are directly related to the use of surface cognitive and resource management strategies in effective self-regulators — related
• Most motivational and self-regulation measures did not differ by competitive preference, though overall interest in educational psychology declined over the semester — related
• Mastery-approach goals are positively related to time management, while performance-approach relations are inconsistent and performance-avoidance goals show no association — related
• Autonomous achievement goal complexes predict adaptive outcomes over and above goals alone and reasons alone — related
• Performance goals regulate conflict with more-competent others toward competitive (approach) or protective (avoidance) interpersonal behavior — related