The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments

Contemporary Educational Psychology

Volumn 37, Issue 2, 2012, Pages 148-161

  Bernacki, Matthew L ^a   Byrnes, James P ^a   Cromley, Jennifer G ^a  

^a TEMPLE UNIVERSITY   (United States)

Author keywords

Achievement goals; Comprehension; Log file analyses; Self regulated learning; Technology enhanced learning environments

Indexed keywords

EID: 84858157101     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2011.12.001     Document Type: Article

References (60)

1. Ablard K.E., Lipschultz R.E. Self-regulated learning in high-achieving students: relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology 1998, 90(1):94-101.
2. Aleven V., Roll I., McLaren B.M., Koedinger K.R. Automated, unobtrusive, action-by-action assessment of self-regulation during learning with an intelligent tutoring system. Educational Psychologist 2010, 45(4):224-233. 10.1080/00461520.2010.517740.
3. Azevedo R., Cromley J.G. Does training on self-regulated learning facilitate students' learning with hypermedia?. Journal of Educational Psychology 2004, 96(3):523-535. 10.1037/0022-0663.96.3.523.
4. Azevedo, R., Witherspoon, A., Chauncey, A., Burkett, C., & Fike, A. (2009). MetaTutor: A metacognitive tool for enhancing self-regulated learning. In Annual meeting of the American Association for Artificial Intelligence, Symposium on Metacognitive and Cognitive Educational Systems.
5. Baranik L.E., Stanley L.J., Bynum B.H., Lance C.E. Examining the construct validity of mastery-avoidance achievement goals: A meta-analysis. Human Performance 2010, 23(3):265-282.
6. Barron K.E., Harackiewicz J.M. Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology 2001, 80(5):706. 10.1037//0022-3514.80.5.706.
7. Berk L.E. Development through the lifespan 2006, Pearson, Boston, MA.
8. Bråten I., Samuelstuen M.S. Measuring strategic processing: Comparing task-specific self-reports to traces. Metacognition and Learning 2007, 2(1):1-20. 10.1007/s11409-007-9004.
9. Dupeyrat C., Mariné C. Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychology 2005, 30(1):43-59. 10.1016/j.cedpsych.2004.01.007.
10. Dweck C.S. Motivational processes affecting learning. American Psychologist 1986, 41:1040-1048.
11. Dweck C.S. Self-Theories: Their role in motivation, personality, and development 1999, Psychology Press, Philadelphia, PA.
12. Elliot A.J. Approach and avoidance motivation and achievement goals. Educational Psychologist 1999, 34(3):169-189.
13. Elliot A.J., McGregor H.A. A 2×2 achievement goal framework. Journal of Personality and Social Psychology 2001, 80(3):501-519.
14. Elliot A.J., Murayama K. On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology 2008, 100(3):613-628. 10.1037/0022-0663.100.3.613.
15. Greene, B. A., & Miller, R. B. (1993, April). Influences on course performance: Goals, perceived ability, and self-regulation. In Paper presented as a poster at the American Educational Research Association Annual Meeting, Atlanta, GA.
16. Greene B.A., Miller R.B. Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology 1996, 21:181-192.
17. Greene B.A., Miller R.B., Crowson H.M., Duke B.L., Akey K.L. Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology 2004, 29(4):462-482. 10.1016/j.cedpsych.2004.01.006.
18. Greene J.A., Azevedo R. Adolescents' use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research 2007, 36(2):125-148.
19. Greene J.A., Azevedo R. A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system. Contemporary Educational Psychology 2009, 34(1):18-29. 10.1016/j.cedpsych.2008.05.006.
20. Greene J.A., Costa L.J., Dellinger K. Analysis of self-regulated learning processing using statistical models for count data. Metacognition and Learning 2011, 6(3):275-301. 10.1007/s11409-011-9078-4.
21. Greene J.A., Robertson J., Costa L.J.C. Assessing self-regulated learning using think-aloud methods. Handbook of self-regulation of learning and performance 2011, 313-328. Routledge, New York. B.J. Zimmerman, D.H. Schunk (Eds.).
22. Hadwin A.F., Nesbit J.C., Jamieson-Noel D., Code J., Winne P.H. Examining trace data to explore self-regulated learning. Metacognition and Learning 2007, 2(2):107-124. 10.1007/s11409-007-9016-7.
23. Harackiewicz J.M., Barron K.E., Pintrich P.R., Elliot A.J., Thrash T.M. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology 2002, 10.1037//0022-0663.94.3.638.
24. Hulleman C.S., Schrager S.M., Bodmann S.M., Harackiewicz J.M. A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?. Psychological Bulletin 2010, 136(3):422-449. 10.1037/a0018947.
25. Kintsch W. Comprehension: A paradigm for cognition 1998, Cambridge, New York.
26. Lau K.L., Lee J. Examining Hong Kong students' achievement goals and their relations with students' perceived classroom environment and strategy use. Educational Psychology 2008, 28(4):357-372.
27. Linnenbrink-Garcia L., Tyson D.F., Patall E.A. When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. Revue Internationale De Psychologie Sociale 2008, 21(1-2):19-70.
28. Madjar N., Kaplan A., Weinstock M. Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-mastery standards of competence. Contemporary Educational Psychology 2011, 32:231-252. 10.1016/j.cedpsych.2011.03.003.
29. Maehr M.L., Nicholls J.G. Culture and achievement motivation: A second look. Studies in cross-cultural psychology 1980, Vol. 3:221-267. Academic Press, New York.
30. MacKinnon D.P., Krull J.L., Lockwood C.M. Equivalence of the mediation, confounding and suppression effect. Prevention Science: The Official Journal of the Society for Prevention Research 2000, 1(4):173-181.
31. Moos D.C., Azevedo R. Self-regulated learning with hypermedia: The role of prior domain knowledge. Contemporary Educational Psychology 2008, 33(2):270-298. 10.1016/j.cedpsych.2007.03.001.
32. Murayama K., Elliot A.J., Yamagata S. Separation of performance-approach and performance-avoidance achievement goals: A broader analysis. Journal of Educational Psychology 2011, 103(1):238.
33. Muthén L.K., Muthén B.O. Mplus user's guide [computer software and manual] 2010, Muthén & Muthén, Los Angeles. 6th ed.
34. Muthén, L. K. (2006, November 11). Standardized coefficients. [Msg 100]. http://www.statmodel.com/discussion/messages/11/16.html?1306603592.
35. Nesbit J.C., Winne P.H., Jamieson-Noel D., Code J., Zhou M., MacAllister K., et al. Using cognitive tools in gstudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research 2006, 35(4):339-358.
36. Nolen S.B. Learning environment, motivation, and achievement in high school science. Journal of Research in Science Teaching 2003, 40(4):347-368. 10.1002/tea.10080.
37. Nolen S.B., Haladyna T.M. Personal and environmental influences on students' beliefs about effective study strategies* 1. Contemporary Educational Psychology 1990, 15(2):116-130.
38. Phan H.P. Students' academic performance and various cognitive processes of learning: An integrative framework and empirical analysis. Educational Psychology 2010, 30(3):297-322. 10.1080/01443410903573297.
39. Pintrich P.R. The role of goal orientation in self-regulated learning. Handbook of self-regulation 2000, 451-502. Academic Press, San Diego, CA US. M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.).
40. Pintrich P.R. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology 2000, 92(3):544. doi: 10.I037//0022-O663.92.3.544.
41. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). Motivated strategies for learning questionnaire.
42. Senko C., Harackiewicz J.M. Achievement goals, task performance, and interest: Why perceived goal difficulty matters. Personality & Social Psychology Bulletin 2005, 31(12):1739-1753. 10.1177/0146167205281128.
43. Senko C., Hulleman C.S., Harackiewicz J.M. Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist 2011, 46(1):26-47. 10.1080/00461520.2011.538646.
44. Shih S.S. Role of achievement goals in children's learning in Taiwan. The Journal of Educational Research 2005, 98(5):310-319.
45. Vrugt A., Oort F.J. Metacognition, achievement goals, study strategies and academic achievement: Pathways to achievement. Metacognition and Learning 2008, 3(2):123-146. 10.1007/s11409-008-9022-4.
46. Walker C.O., Greene B.A. The relations between student motivational beliefs and cognitive engagement in high school. The Journal of Educational Research 2009, 102(6):463-472.
47. Winne P.H. Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology 1997, 89(3):397.
48. Winne P.H. How software technologies can improve research on learning and bolster school reform. Educational Psychologist 2006, 41(1):5-17.
49. Winne P.H. Improving measurements of self-regulated learning. Educational Psychologist 2010, 45(4):267-276. 10.1080/00461520.2010.517150.
50. Winne P.H., Hadwin A.F. Studying as self-regulated learning. Metacognition in educational theory and practice 1998, 277-304. Lawrence Erlbaum, Mahwah, NJ, US. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).
51. Winne P.H., Hadwin A.F. The weave of motivation and self-regulated learning. Motivation and self-regulated learning: Theory, research, and applications 2008, 297-314. Lawrence Erlbaum, Mahwah, NJ. D. Schunk, B.J. Zimmerman (Eds.).
52. Winne, P. H., Hadwin, A. F., & Beaudoin, L. (2009). nStudy: A web application for researching and promoting self-regulated learning (version 1.02) [computer program]. Simon Fraser University, Burnaby, BC, Canada.
53. Winne P.H., Jamieson-Noel D. Exploring students' calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology 2002, 27(4):551-572.
54. Winne P.H., Perry N.E. Measuring self-regulated learning. Handbook of self-regulation 2000, 531-566. Academic Press, San Diego, CA US. M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.).
55. Wolters C.A. Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology 2004, 96(2):236. 10.1037/0022-0663.96.2.236.
56. Wolters C.A., Yu S.L., Pintrich P.R. The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences 1996, 8(3):211-238.
57. Zimmerman B.J. Attaining self-regulation: A social cognitive perspective. Handbook of self-regulation 2000, 13-39. Academic Press, San Diego, CA US. M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.).
58. Zimmerman B.J. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal 2008, 45(1):166. 10.3102/0002831207312909.
59. Zimmerman B.J. Motivational sources and outcomes of self-regulated learning and performance. Handbook of self-regulation of learning and performance 2011, Routledge, pp. 49-64. B.J. Zimmerman, D.H. Schunk (Eds.).
60. Zimmerman B.J., Pons M.M. Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal 1986, 23(4):614.