Social cognitive influences on self-regulated learning: The impact of action-control beliefs and academic goals on achievement-related outcomes |
| |
| Institution: | 1. Laboratory for Cognitive Neuroscience, The Salk Institute for Biological Studies, La Jolla, CA, USA;2. Institute of Child Development, University of Minnesota, Twin Cities, MN, USA;3. Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy;1. West Virginia University, Department of Economics, Morgantown, WV, 26506, United States;2. University of California, Irvine, Department of Criminology, Law and Society, Irvine, CA 92697, United States;1. IESEG School of Management (LEM CNRS 9221), Lille/Paris, France;2. IESE Business School, University of Navarra, Barcelona, Spain. Supported by the European Research Council –Ref. ERC-2011-StG 283300-REACTOPS and by the Spanish Ministry of Economics and Competitiveness (Ministerio de Economía y Competitividad) – Ref. ECO2014-59998-P;3. University of Barcelona, Barcelona, Spain;1. The University of Texas MD Anderson Cancer Center, Houston, TX, USA;2. UCSF Helen Diller Family Comprehensive Cancer Center, San Francisco, CA, USA;3. DITEP, Gustave Roussy, Cancer Campus, Grand Paris, Villejuif, France;4. Vall d’Hebron University Hospital, Vall d’Hebron Institute of Oncology VHIO, Barcelona, Spain;5. Oslo University Hospital, Oslo, Norway;6. Merck & Co., Inc., Kenilworth, NJ and North Wales, PA, USA;7. H. Lee Moffitt Cancer Center & Research Institute, Tampa, FL, USA |
| |
| Abstract: | The present study extended Elliot and Church's (1997) model of approach and avoidance motivation to a sample of 120 middle school children (Grades 5–7). It was predicted that academic goals (Performance-Approach, Performance-Avoidance, and Mastery) would mediate the relationship between action-control beliefs (Agency for Ability, Effort, Luck, Others, and Control Expectancy Beliefs) and achievement-related outcomes (Intrinsic Motivation, Test Anxiety, and Academic Achievement). Path analyses revealed that academic goals, (a) mediated the relationship between action-control beliefs and intrinsic motivation; (b) partially mediated the relationship between action-control beliefs and test anxiety; and (c) did not mediate the relationship between action-control beliefs and academic achievement. These findings suggest that the strength of the mediational relationship varied as a function of achievement-related outcome. Furthermore, analyses revealed that minority student differences in achievement were mediated by individual differences in action-control beliefs, specifically, beliefs regarding personal ability and likelihood of academic success. These results suggest that minority student variability in academic achievement may be a function of commensurate differences in action-control beliefs. Implications for intervention and a general social cognitive model of self-regulated learning are discussed. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
