Cognitive and Motivational Determinants of Students Academic Performance and Achievement: Goals, Strategies, and Academic Outcomes in Focus.Report as inadecuate




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The relationships between middle school students' multiple motivational goal orientations and their use of multiple cognitive and metacognitive strategies were studied with a focus on relations between these motivational and cognitive variables and students' academic achievement in two curriculum areas. Participants were 602 middle school students from 4 high schools in the Sydney (Australia) metropolitan area. Studies to date typically have used either cognitive or motivational variables when attempting to account for variations in students' achievement, but in this study, a dual approach combining cognitive and motivational variables was used. Students' mastery goals were most strongly associated with their strategy use. The findings validate the salience, for Australian middle school students, of various motivational goals, cognitive strategies, and metacognitive strategies identified in international research. (Contains 6 tables, 4 figures, and 21 references.) (SLD)

Descriptors: Academic Achievement, Cognitive Processes, Educational Objectives, Foreign Countries, Junior High Schools, Learning Strategies, Longitudinal Studies, Males, Metacognition, Middle School Students, Middle Schools, School Culture, Secondary School Teachers, Student Motivation, Tables (Data)











Author: Dowson, Martin; McInerney, Dennis M.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10550&id=ED427015



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