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ERIC Number: EJ1100853
Record Type: Journal
Publication Date: 2016-Jun
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0007-0998
Do Goals Lead to Outcomes or Can It Be the Other Way Around?: Causal Ordering of Mastery Goals, Metacognitive Strategies, and Achievement
King, Ronnel B.; McInerney, Dennis M.
British Journal of Educational Psychology, v86 n2 p296-312 Jun 2016
Background: Goal theory research has mostly focused on the unidirectional effects of goals on learning strategies and academic achievement. Reciprocal relationships have mostly been neglected. Aims: The primary aim of this study was to examine the reciprocal relations and causal ordering of mastery goals, metacognitive strategy use, and academic achievement. Sample: A total of 8,773 secondary students drawn from three cohorts in Hong Kong participated in the study. Results: We found that mastery goals and metacognitive strategy use exhibited reciprocal effects. Interestingly, and contrary to previous research, academic achievement was shown to predict mastery goal adoption and metacognitive strategy use but not the other way around. Results of the model were shown to be invariant across students of different genders, year levels, and school bands. Implications for goal theory research are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong