Self-regulation during problem solving in second-graders : relations with students’ performance and goal orientation
Part of : Hellenic journal of psychology ; Vol.1, No.2, 2004, pages 128-146
Issue:
Pages:
128-146
Abstract:
The present study aimed at investigating second-graders’ self-regulative behavior during task engagement and its relations to performance. Another aim of the study was to investigate the relations of self-regulation to students’ academic abilities and goal orientation towards learning. In the first data collection phase, 311 second-graders from different Greek state schools participated in the study. The students’ academic achievement and their goal orientation were examined. From the initial subject pool, 25 students were selected according to their academic performance (high/low) and the combination of the two goal orientations (high/low task and ego orientation), thus, comprising four different groups. During the second phase of the study, the previously selected students’ self-regulative behavior was directly observed during performing a specific task. Students’ use of cognitive, metacognitive and motivational selfregulatory strategies while they were performing a task was recorded on a structured observation form by two independent judges. Students’ task-specific performance was also measured. The results showed that the various aspects of students’ self-regulatory efforts were significantly and differentially related to their task-specific performance and to their academic achievement. Overall, second-graders’ self-regulatory skills have already established significant relations with their performance and their academic abilities but not yet with more general personal motivational factors, such as goal orientation.
Subject:
Subject (LC):
Keywords:
goal orientation, learning strategies, self-regulation
Notes:
Individual and social processes in the regulation of learning
