The moderating effects of goal orientations and goal structures on test-preparation strategies for Taiwanese students

Yen Ying Lin, Biing Lin Cherng, Hsueh Chih Chen*, Shu Ling Peng

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

2 引文 斯高帕斯(Scopus)

摘要

The current study examines the effects of a quasi-experimental classroom goal structure (mastery, approach performance, multiple that combined mastery/approach performance) and personal goal orientations on test-preparation strategies for 280 Taiwanese junior high school students in order to check whether this interaction supports either the buffering hypothesis or the matching hypothesis. There were significant interactive effects between goal orientations and goal structures on cognitive regulation and motivational/affective regulation strategies. In line with the matching hypothesis, students with goal orientations that matched their classroom goal structures were found to be most adaptive in regard to the use of their self-regulatory cognitive and self-regulatory motivational/affective test-preparation strategies.

原文英語
頁(從 - 到)68-75
頁數8
期刊Learning and Individual Differences
56
DOIs
出版狀態已發佈 - 2017 五月 1

ASJC Scopus subject areas

  • 社會心理學
  • 教育
  • 發展與教育心理學

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