作者
Judith L Meece, Phyllis C Blumenfeld, Rick H Hoyle
发表日期
1988/12
期刊
Journal of educational psychology
卷号
80
期号
4
页码范围
514
出版商
American Psychological Association
简介
We used structural equation analysis to test the validity of a goal mediational model for conceptualizing the influence of individual and situational variables on students' cognitive engagement in science activities. Fifth-and sixth-grade students (N= 275) from 10 classrooms completed a set of questionnaires designed to assess their goal orientations and their use of high-level or effort-minimizing learning strategies while completing six different science activities. Results indicate that students who placed greater emphasis on task-mastery goals reported more active cognitive engagement. In contrast, students oriented toward gaining social recognition, pleasing the teacher, or avoiding work reported a lower level of cognitive engagement. The relative strength of these goals was related to differences in students' intrinsic motivation and attitudes toward science. Our analyses also suggested that these variables exerted a …
引用总数
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JL Meece, PC Blumenfeld, RH Hoyle - Journal of educational psychology, 1988