Relationship between achievement goal orientations and use of learning strategies

Date

1999-05-01

Author

Somuncuoğlu, Yeşim

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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

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Citation Formats

Y. Somuncuoğlu, “Relationship between achievement goal orientations and use of learning strategies,” JOURNAL OF EDUCATIONAL RESEARCH, pp. 267–277, 1999, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/40666.