Relationship between achievement goal orientations and use of learning strategies


Somuncuoglu Y. , Yildirim A.

JOURNAL OF EDUCATIONAL RESEARCH, cilt.92, ss.267-277, 1999 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 92
  • Basım Tarihi: 1999
  • Doi Numarası: 10.1080/00220679909597606
  • Dergi Adı: JOURNAL OF EDUCATIONAL RESEARCH
  • Sayfa Sayıları: ss.267-277

Özet

Students' achievement goal orientations, learning strategies, and the relationship between them were identified. One hundred and eighty-nine students enrolled in an undergraduate educational psychology course completed a questionnaire on goal orientations and learning strategies. Results indicated that most of the students were close to mastery orientation and somewhat ego-social. Students used deep cognitive strategies often; they used surface and metacognitive strategies occasionally. Mastery orientation predicts use of deep cognitive and metacognitive strategies; when such an orientation is salient, however, less surface cognitive strategy use is expected. Ego-social orientation predicts surface cognitive strategy use but does not relate to deep and metacognitive strategy use. Work-avoidant orientation negatively correlates with deep cognitive and metacognitive strategy use.