Achievement Goal Orientations and Self-Reported Study Strategies as Predictors of Online Studying Activities

Autor/inn/en	Adesope, Olusola O.; Zhou, Mingming; Nesbit, John C.
Titel	Achievement Goal Orientations and Self-Reported Study Strategies as Predictors of Online Studying Activities
Quelle	In: Journal of Educational Computing Research, 53 (2015) 3, S.436-458 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115603989
Schlagwörter	Academic Achievement; Goal Orientation; Study Habits; Learning Strategies; Predictor Variables; Electronic Learning; Learning Activities; Influences; Questionnaires; Factor Analysis; Undergraduate Students; Computer Software; Textbooks; Notetaking; Mastery Learning; Likert Scales; Goodness of Fit; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Study behavior; Study behaviour; Studienverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Prädiktor; Lernaktivität; Influence; Einfluss; Einflussfaktor; Fragebogen; Faktorenanalyse; Textbook; Text book; Schulbuch; Lehrbuch; Likert-Skala
Abstract	The purpose of this study was to investigate whether achievement motivations influence the adoption of learning strategies and learning strategies influence studying behavior in an online learning environment. The Goal Orientation Questionnaire was used to measure achievement motives, and the Motivated Strategies for Learning Questionnaire was used to assess learning strategies. In addition, data on how learners tagged and annotated the learning materials were collected using software designed to aid studying and to examine studying behavior. Confirmatory factor analyses were conducted on Goal Orientation Questionnaire data from 170 university students who used the learning software to study a chapter from a textbook. Results showed that task value and effort regulation subscales from the Motivated Strategies for Learning Questionnaire positively predicted the number of notes created. In addition, mastery and performance goals positively predicted task value, and work-avoidance goals negatively predicted effort regulation and task value. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01