ERIC Number: ED398273
Record Type: RIE
Publication Date: 1996-Apr
Effects of Goal-Orientation on Metacognitive Activity.
Middlebrooks, Anthony E.
This study examined the effect of goal-orientation on subjects' metacognitive activities during problem solving. Twenty female undergraduate students were randomly assigned to a learning or performance goal-orientation condition. The subjects were given an open-ended problem-solving task with instructions highlighting their respective goal-orientation. A questionnaire measuring metacognitive activities was administered before, during, and after the problem-solving task. The results demonstrated that students under a learning goal-orientation used metacognitive activities that were less efficient in solving the problem, but more likely to improve the solver's understanding. Performance goal-oriented subjects tended to use metacognitive activities that would lead to an efficient, accurate solution without regard for self-development. A pattern of metacognitive activity under each goal-orientation was illustrated. These results are consistent with research on goal-orientation and motivation, and they provide theoretical and practical conclusions for using metacognition and goal-orientation in education. Four appendixes present sample problems, task instructions, the questionnaire itself, and questionnaire responses by metacognitive activity. (Contains 2 tables and 38 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).