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ERIC Number: EJ817744
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: N/A
Examining Relationships between Achievement Goals, Study Strategies, and Class Performance in Educational Psychology
Cao, Li; Nietfeld, John L.
Teaching Educational Psychology, v2 n1 p1-20 Spr 2007
This mixed methods study examined the relationships between students' learning goals, performance goals, study strategies, and test performances over a 14-week undergraduate course in educational psychology. Sixty undergraduate students provided goals at the beginning of the semester and reflected on their goals, study strategies, and test performances over the semester. Students' reflections and subsequent performances were observed through four rounds of surveys using open-ended questions and Likert scales. Results show that learning goals remained unchanged over the semester while performance goals changed towards the end of the semester. Students differentiated importance of management, elaboration, and rehearsal strategies and tended to change strategies based on test performances. Relationships were found between goals and test performances, but not between goals and study strategies, nor between study strategies and performances. Both theoretical and practical implications of the results are discussed. (Contains 3 tables and 1 figure.)
Teaching Educational Psychology Special Interest Group (TEP/SIG). Educational Foundations Department, Millersville University, P.O. Box 1002, 1 South George Street, Millersville, PA 17551. e-mail: tep@millersville.edu; Web site: http://www.teachingeducpsych.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A