Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students

By S. Neuville, Mariane Frenay, Étienne Bourgeois. 2007

136 citations recorded by the source corpus.

This study, conducted with 184 first-year Belgian psychology students, examines the relations between motivational variables and achievement behaviours. A multiple-goal perspective with approach and avoidance dimensions was considered. Correlational, stepwise multiple regressions and MANOVA were performed. Results from the regressions indicate: (1) a direct effect of motivational variables on self-regulated learning strategies, and a direct effect of self-regulated learning strategies on performance, but no direct influence of motivational variables on performance; and (2) a direct influence of value and learning-approach goal orientation on choice. Results from the first multivariate analysis of variance (MANOVA) with task value and self-efficacy as independent variables only show a main effect of task value on all learning strategies and behavioural outcomes. Results from the second MANOVA assert the positive effect of the endorsement of multiple goals on deep-learning strategies and choice.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/84837ec3a94c2a38ef2e587adeb68da3a2c548aa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. M. De Clercq
2. Mariane Frenay
3. Benoît Galand

In Experimental and Cognitive Psychology

1. Serge Dupont
2. M. De Clercq
3. Mariane Frenay
4. Benoît Galand

In Social Psychology

1. Serge Dupont
2. M. De Clercq
3. Mariane Frenay
4. Benoît Galand

Citations in the corpus

• Achievement among first-year university students: an integrated and contextualised approach (2013, background): “Some studies have found a positive association between deep processing strategies and achievement (Fenollar et al. 2007; Neuville et al. 2007; Vermunt 2005; Ward and Walker 2008), while others have reported positive associations between achievement and both surface and deep processing strategies (Ja”