Volume 47, No.1¡@¡iEducation¡j
The Interaction among Multiple Goals, Motivational Problems, and Self-Regulated Learning Strategies
Biing-Lin Cherng¡@(Institute Education National Cheng Kung University)
The research on self-regulated learning has supported the view that self-regulated learners adapted their strategy use to fit situational demands.
Much of this research has examined this view without consideration of mediating role of learners¡¦characters between contexts and regulated strategies.
The current study of revised goal theory has addressed the role of multiple goals and linked them to students¡¦self-regulated learning.
Researchers of goal theory have no gave attention to how multiple goals mediate the interaction between learning contexts and self-regulated behaviors.
This study was an attempt to integrate research of revised goal theory and self-regulated learning and to test interaction among multiple goals,
motivational problems, and students¡¦regulated strategies. The participants were 114 college students from two classes.
The instruments employed in this study were Goal Orientation Scale and Regulated Strategies Open-ended Questionnaire.
made by the author. Results showed that (a) the high-mastery/high-performance group reported the most strategies use and the low-mastery/low-performance group reported the least strategies use;
(b) when faced with difficult material, subjects used more self-regulated learning strategies than faced with boring and no important course material;
(c) the information-processing strategies was more frequently described by students; (d) there were significant three-way interaction among multiple goals,
motivational problems, and students¡¦use of regulated strategies. The high-mastery/high-performance group exhibited the most adaptive self-regulated learning pattern than the other groups.
These students¡¦reported use of regulated strategies varied across different situational demands.
Students with high-mastery/low-performance goal orientation were more adaptive regulated behaviors in response to material described as difficult and boring,
but these students were less adaptive self-regulated learning behaviors when faced with no important course material. When faced with no important and boring course material,
the low-mastery/high-performance group could not reveal the adaptive self-regulated learning pattern. These students revealed more adaptive self-regulated behaviors only when faced with difficult course material.
Finally, the low-mastery/low-performance students¡¦use of strategies couldn¡¦t vary across different motivational problems, these students are no on an adaptive pattern in self-regulated learning. Implications for theory,
research, and teaching intervention are discussed.
goal orientation self-regulated learning regulated strategy action control¡@¡@¡mFull text¡n