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Relationship between achievement goal orientations and use of learning strategies
Date
1999-05-01
Author
Somuncuoğlu, Yeşim
Yildirim, Ali
Metadata
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This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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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.
Subject Keywords
Education
URI
https://hdl.handle.net/11511/40666
Journal
JOURNAL OF EDUCATIONAL RESEARCH
DOI
https://doi.org/10.1080/00220679909597606
Collections
Department of Modern Languages, Article