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ERIC Number: EJ823923
Record Type: Journal
Publication Date: 2009-Jan
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0144-3410
Implications of Task Structure on Self-Regulated Learning and Achievement
Lodewyk, Ken R.; Winne, Philip H.; Jamieson-Noel, Dianne L.
Educational Psychology, v29 n1 p1-25 Jan 2009
School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth-grade science students' motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well-structured task (WST) and an ill-structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self-efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation--notably less intrinsic goal orientation in low academic achievers and higher task value and self-efficacy--predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self-regulated learning responses in students. (Contains 4 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A