Dispositional and situational learning goals and children's self‐regulation
Bibliographic Data
| ID | 9615818 |
|---|---|
| Authors | Jesús Arpal Poblador (corresponding author), Jennifer L Hole, W Ray Crozier (0000-0002-5987-0532) |
| Year | 2007 |
| Volume | 77 |
| Issue | 4 |
| Pages | 773-786 |
| Publication date | 2007-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709907x196264 |
| PMID | 17535511 |
| OpenAlex | W17535511 |
| Language | EN |
| Citations received | 4 |
| References cited | 21 |
Background. Little research has examined interactions between self‐reported dispositional and experimentally manipulated situational group orientations in their effect on self‐regulation. Aims. The aim of the study was to investigate the effect of dispositional and situational learning goal orientation on children's self‐efficacy and engagement and persistence at a puzzle task. Sample. A self‐report learning goal orientation scale was completed by 110 children, aged 9–11 years. Fifty‐three children (24 girls) selected to be high and low on the scale participated in the experiment. Method. Half of the children were given instructions designed to evoke learning goals, while the remainder received performance goal instructions. Children attempted a difficult puzzle task on two occasions, when measures were made of self‐regulatory behaviours. Results and conclusions. Children assigned to the learning goal instruction were more likely to persist at the task until the end of the allotted time, displayed more on‐task behaviour and engaged in more autonomous help‐seeking. These effects were more pronounced following the first task, which all children had been unable to complete. Dispositional task orientation did not predict individual differences on these measures. The findings are interpreted in terms of learned helplessness and self‐worth theory
Geography · Archaeological and Historical Studies · Basque language and culture studies · Medieval European Literature and History
Learned Helplessness
Making the Grade
The relation between goal orientation and students' motivational beliefs and self-regulated learning
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Avoiding the demonstration of lack of ability
Rethinking achievement goals
Classrooms
A social-cognitive approach to motivation and personality.
Performance and motivational deficits of helplessness
A hierarchical model of approach and avoidance achievement motivation
Clarifying Achievement Goals and Their Impact
Achievement goals and optimal motivation
Goals
| Citations per year | 0.22 |
|---|---|
| Citation span | 2008 - 2021 (14) |
| Highly cited | No |