Social Achievement Goals and Self-Regulated Learning: Exploring Associations in a Namibian Primary School

Autor/inn/en	Goagoses, Naska; Itenge, Helvi; Winschiers-Theophilus, Heike; Koglin, Ute
Titel	Social Achievement Goals and Self-Regulated Learning: Exploring Associations in a Namibian Primary School
Quelle	In: Journal of Classroom Interaction, 55 (2020) 2, S.66-82 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Goal Orientation; Mastery Learning; Self Management; Elementary School Students; Grade 6; Grade 7; Urban Schools; Achievement Need; Predictor Variables; Social Responsibility; Social Status; Helping Relationship; Peer Acceptance; Gender Differences; Learning Strategies; Questionnaires; Foreign Countries; Student Motivation; Early Adolescents; Namibia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Selbstmanagement; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Prädiktor; Soziale Verantwortung; Sozialer Status; Helfende Beziehung; Geschlechterkonflikt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Ausland; Schulische Motivation
Abstract	Achievement goal orientations and self-regulated learning have become central constructs in education research, with both contributing significantly towards students' academic success. However, very little research has focused on students' social achievement goals, that is their social reasons for wanting to do well in school. The aim of the current study was to explore the association between social achievement goals and self-regulated learning in a Namibian primary school. A total of 117 students completed a questionnaire booklet, in which their academic and social achievement goals, as well as their use of self-regulation strategies were assessed. A hierarchical regression analyses revealed that social achievement goals were able to explain a significant amount of variance, even when controlling for academic achievement goals and prior achievement. Mastery goals and social concern goals emerged as significant predictors of self-regulated learning. Our findings contribute to a more holistic understanding of student motivation, as well as establishing the significance of social achievement goals in the Namibian school context. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: https://jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01