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Implicit Theories of Self-Regulated Learning: Interplay with Students' Achievement Goals, Learning Strategies, and Metacognition
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Hertel, Silke; Karlen, Yves – British Journal of Educational Psychology, 2021
Background: Implicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined. Aims: In this study, we followed a domain-specific approach and first…
Descriptors: Self Management, Achievement Need, Goal Orientation, Learning Strategies
Theorizing and Researching Levels of Processing in Self-Regulated Learning
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Winne, Philip H. – British Journal of Educational Psychology, 2018
Background: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally…
Descriptors: Epistemology, Information Processing, Cognitive Processes, Independent Study
Do Goals Lead to Outcomes or Can It Be the Other Way Around?: Causal Ordering of Mastery Goals, Metacognitive Strategies, and Achievement
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King, Ronnel B.; McInerney, Dennis M. – British Journal of Educational Psychology, 2016
Background: Goal theory research has mostly focused on the unidirectional effects of goals on learning strategies and academic achievement. Reciprocal relationships have mostly been neglected. Aims: The primary aim of this study was to examine the reciprocal relations and causal ordering of mastery goals, metacognitive strategy use, and academic…
Descriptors: Metacognition, Goal Orientation, Academic Achievement, Mastery Learning
To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning
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Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M. – British Journal of Educational Psychology, 2013
Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…
Descriptors: Goal Orientation, Academic Achievement, Cognitive Processes, Protocol Analysis
The Influence of Context-Specific and Dispositional Achievement Goals on Children's Paired Collaborative Interaction
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Harris, Amanda; Yuill, Nicola; Luckin, Rosemary – British Journal of Educational Psychology, 2008
Background: Research has demonstrated that working collaboratively can have positive effects on children's learning. While key factors have been identified which influence the quality of these interactions, little research has addressed the influence of children's achievement goals on collaborative behaviour. Aims: This paper investigates the…
Descriptors: Children, Cooperation, Computers, Games
Understanding Students' Motivation in Project Work: A 2x2 Achievement Goal Approach
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Chia Liu, Woon; Wang, C. K. John; Tan, Oon Seng; Ee, Jessie; Koh, Caroline – British Journal of Educational Psychology, 2009
Background: The project work (PW) initiative was launched in 2000 by the Ministry of Education, Singapore, to encourage application of knowledge across disciplines, and to develop thinking, communication, collaboration, and metacognitive skills. Although PW has been introduced for a few years, few studies have examined the motivation of students…
Descriptors: Psychological Characteristics, Coeducation, High Achievement, Student Motivation