Six relationships in the model differ for less effective self-regulators, including performance-avoidance goals being unrelated to 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? For less effective self-regulators (N=383), performance-avoidance goals were unrelated to metacognition (β=-.01), metacognition was unrelated to surface cognitive strategies (β=.09), and mastery and performance-approach goals had a large positive relationship (β=.52). → 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

Path model fitted to 383 less effective self-regulators (Model 3: CHISQ=8.98, df=7, p=0.254; RMSEA=0.027). Table 3 reports the standardized coefficients; two additional effects were a negative effect of avoidance goals on deep processing and a positive effect of mastery goals on resource management.

"There are six relationships in this model that differ from those in the model of effective self-regulators. Mastery and performance-approach goals had a large positive relationship, whereas mastery goals and performance-avoidance goals were unrelated. Further, the pursuit of performance-avoidance goals was unrelated to metacognition. Moreover, metacognition was unrelated to the use of surface cognitive strategies."

Discussion¶

Related Claims¶

• For effective self-regulators, mastery goals have a large positive and performance-avoidance goals a small negative effect on metacognition — related
• Performance-approach goals are directly related to the use of surface cognitive and resource management strategies in effective self-regulators — related
• Effective self-regulators score significantly higher than less effective self-regulators on achievement goals, metacognition, all four study strategies and exam scores, with equal intellectual ability — related
• Metacognition positively affects the use of all four study strategies, with medium effects on metacognitive, deep cognitive and resource management strategies and a small effect on surface strategies — related