Cognition in Context: Students’ Perceptions of Classroom Goal Structures and Reported Cognitive Strategy Use in the College Classroom |
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Authors: | Jennifer A Lyke Allison J Kelaher Young |
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Institution: | (1) Psychology Department, Social and Behavioral Sciences, The Richard Stockton College of New Jersey, Pomona, NJ, USA;(2) Department of Teaching, Learning, and Leadership, Western Michigan University, Kalamazoo, MI, USA;(3) Psychology Department, Social and Behavioral Sciences, The Richard Stockton College of New Jersey, Pomona, NJ, 08240, USA |
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Abstract: | This study examined contextual and personal factors related to the use of cognitive strategies by undergraduates. Specifically,
students’ goal orientations (intrinsic or extrinsic) and perceptions of the classroom environment (i.e., task or performance
structured) were evaluated as predictors of student use of deep or surface level cognitive strategies. Results confirmed earlier
work, which indicated intrinsic goal orientation was related to use of deep cognitive strategies and extrinsic goal orientation
was related to use of rehearsal. There was no interaction between intrinsic and extrinsic goal orientations on use of either
cognitive strategy. In addition, students’ perceptions of classroom environment were significantly correlated with students’
goal orientations. In particular, task structure of classrooms was significantly positively correlated with use of both types
of cognitive strategies. Thus, student goal orientation, perception of classroom structure, and use of cognitive strategies
appear interdependent, with intrinsic goal orientation moderating the effect of perceived classroom structure on the use of
deep cognitive strategies. Results of this study suggest the need for university instructors to be more aware of the roles
of both personal and contextual factors affecting student motivation and learning. |
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Keywords: | goal orientations classroom environment cognitive strategies |
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