Goal orientation as predictors of students΄-with and without learning difficulties- motivation and self-regulation in mathematics
Part of : Hellenic journal of psychology ; Vol.4, No.2, 2007, pages 133-162
Issue:
Pages:
133-162
Author:
Abstract:
Three studies were conducted to examine the hypothesis that differences betweenstudents with and without learning difficulties in motivation can be accounted for by theirgoal orientations. In Study 1, participants were 308 typical students and 68 students withlearning difficulties. Goal orientations, motivation, and self-regulation in mathematics wereassessed through self-report questionnaires using scales with satisfactory reliability. Resultsindicated that there were significant differences between students with and without learningdifficulties across all variables. The predictive role of goal orientations was examined usinganalyses of covariance indicating that, after controlling for the variability due to goalorientations, the between group differences regarding students' efforts, goal commitment andmotivational force, diminished. Study 2 replicated the findings of Study 1, with a sample oftypical students (n = 66) and students with learning difficulties (n = 30), regardingmotivational force only. In Study 3, 38 typical students and 33 students with learningdifficulties were selected using stratified random procedures. Results once again pointed tosignificant mean adjustments due to the contribution of goal orientations on self-regulation,motivational force, goal commitment and effort in mathematics. It is concluded that goalorientationsaccount for significant amounts of the variability of motivation and selfregulationvariables that are instrumental for achievement purposes.
Subject:
Subject (LC):
Keywords:
goal orientation, learning difficulties, motivation
Notes:
Περιέχει πίνακες, διαγράμματα και βιβλιογραφία, Special issue: Issues in personality and cognition
