Citation Context

...analysis (Neter, Wasserman, & Kutner, 1985). In addition, Box's M test for homogeneity of covariance matrices was not significant; this provided assurance that a crucial assumption of MANOVA was met (=-=Stevens, 1986-=-). The results from the MANCOVA revealed a significant multivariate test for the covariate of prior achievement, Hotelling's statistic = .05, S = 1, M = 0, N = 80 1/2, F(2, 163) = 3.97, p < .02. The u...

Citation Context

...tion. Test anxiety was negatively correlated with self-regulation (r = -. 13), albeit not at the .05 significance level. In addition, simple polynomial regressions with second- and third-order terms (=-=Neter, Wasserman, & Kutner, 1985-=-) for test anxiety revealed no curvilinear relations between test anxiety and the cognitive-strategy-use or self-regulation variables. The second research question concerned the potential interactions...

Citation Context

...gest that students' perceptions of the classroom as well as their individual motivational orientations and beliefs about learning are relevant to cognitive engagement and classroom performance (e.g., =-=Ames & Archer, 1988-=-; Nolen, 1988). Accordingly, it is important to examine how the three components of self-regulated learning are linked to individual differences in student motivation in order to describe and understa...

Citation Context

... Lipson, & Wixson, 1983; Pintrich, 1988, 1989; Pintrich, Cross, Kozma, & McKeachie, 1986). Although there are classroom situations and tasks that can foster motivation (cf., Corno & Rohrkemper, 1985; =-=Malone, 1981-=-), there also is evidence to suggest that students' perceptions of the classroom as well as their individual motivational orientations and beliefs about learning are relevant to cognitive engagement a...

Citation Context

...classroom material through the use of rehearsal, elaboration, and organizational cognitive strategies performed better than students who tended not to use these strategies (Corno and Mandinach, 1983; =-=Weinstein & Mayer, 1986-=-). More important, the finding that self-regulation was the best predictor of academic performance on all the outcome measures suggests that the use of self-regulating strategies, such as comprehensio...

Citation Context

...e of cognitive and metacognitive strategies is usually not enough to promote student achievement; students also must be motivated to use the strategies as well as regulate their cognition and effort (=-=Paris, Lipson, & Wixson, 1983-=-; Pintrich, 1988, 1989; Pintrich, Cross, Kozma, & McKeachie, 1986). Although there are classroom situations and tasks that can foster motivation (cf., Corno & Rohrkemper, 1985; Malone, 1981), there al...

Citation Context

... performance (Corno & Snow, 1986; Snow, 1989; Weinert, 1987). The theoretical framework for conceptualizing student motivation is an adaptation of a general expectancy-value model of motivation (cf., =-=Eccles, 1983-=-; Pintrich, 1988, 1989). The model proposes that there are three motivational components that may be linked to the three different components of selfregulated learning: (a) an expectancy component, wh...

Citation Context

...s well as beliefs that the task is interesting and important, will engage in more metacognitive activity, more cognitive strategy use, and more effective effort management (e.g., Ames & Archer, 1988; =-=Dweck & Elliott, 1983-=-; Eccles, 1983; Meece, Blumenfeld, & Hoyle, 1988; Nolen, 1988; Paris & Oka, 1986). The third motivational component concerns students' affective or emotional reactions to the task. The important issue...

Citation Context

...teresting and important, will engage in more metacognitive activity, more cognitive strategy use, and more effective effort management (e.g., Ames & Archer, 1988; Dweck & Elliott, 1983; Eccles, 1983; =-=Meece, Blumenfeld, & Hoyle, 1988-=-; Nolen, 1988; Paris & Oka, 1986). The third motivational component concerns students' affective or emotional reactions to the task. The important issue for students involves the question, "How do I f...

Citation Context

...mponents seem especially important for classroom performance. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., =-=Brown, Bransford, Campione, & Ferrara, 1983-=-; Corno, 1986; Zimmerman & Pons, 1986, 1988). Students' management and control of their effort on classroom academic tasks has been proposed as another important component. For example, capable studen...

Citation Context

...e focus on classroom assessments of student performance reflects a concern for ecologically valid indicators of the actual academic work that students are asked to complete in junior high classrooms (=-=Doyle, 1983-=-). Most students spend a great deal of classroom time on seatwork assignments, quizzes, teachermade tests, lab problems, essays, and reports rather than on standardized achievement tests (Stiggins & B...

Citation Context

... their behavior in the specific science or English class. Items were adapted from various instruments used to assess student motivation, cognitive strategy use, and metacognition (e.g., Eccles, 1983; =-=Harter, 1981-=-; Weinstein, Schulte, & Palmer, 1987). Factor analysis was used to guide scale construction, resulting in exclusion of some of the items from the scales because of a lack of correlation or stable fact...

Citation Context

...ce. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, & Ferrara, 1983; Corno, 1986; =-=Zimmerman & Pons, 1986-=-, 1988). Students' management and control of their effort on classroom academic tasks has been proposed as another important component. For example, capable students who persist at a difficult task or...

Citation Context

...ganizing, and transforming classroom material through the use of rehearsal, elaboration, and organizational cognitive strategies performed better than students who tended not to use these strategies (=-=Corno and Mandinach, 1983-=-; Weinstein & Mayer, 1986). More important, the finding that self-regulation was the best predictor of academic performance on all the outcome measures suggests that the use of self-regulating strateg...

Citation Context

...s, including the amount and organization of prior knowledge, were not assessed, yet they relate to student academic performance and potentially interact with cognitive and metacognitive strategy use (=-=Alexander & Judy, 1988-=-). Finally, these relationships may vary by classroom task and context variables. Different relationships between student motivational and self-regulated learning components and academic performance m...

Citation Context

...well in this class," "I am sure that I can do an excellent job on the problems and tasks assigned for this class," "I know that I will be able to learn the material for this class"; cf. Eccles, 1983; =-=Schunk, 1981-=-). The Intrinsic Value scale (a = .87) was constructed by taking the mean score of the student's response to nine items concerning intrinsic interest in ("I think what we are learning in this Science ...

Citation Context

...(Doyle, 1983). Most students spend a great deal of classroom time on seatwork assignments, quizzes, teachermade tests, lab problems, essays, and reports rather than on standardized achievement tests (=-=Stiggins & Bridgeford, 1985-=-). These assignments may not be the most psychometrically sound assessments of student academic performance, but they are closely related to the realities of instruction and learning in most classroom...

Citation Context

...erceptions of the classroom as well as their individual motivational orientations and beliefs about learning are relevant to cognitive engagement and classroom performance (e.g., Ames & Archer, 1988; =-=Nolen, 1988-=-). Accordingly, it is important to examine how the three components of self-regulated learning are linked to individual differences in student motivation in order to describe and understand how person...

Citation Context

...nked to individual differences in student motivation in order to describe and understand how personal characteristics are related to students' cognitive engagement and classroom academic performance (=-=Corno & Snow, 1986-=-; Snow, 1989; Weinert, 1987). The theoretical framework for conceptualizing student motivation is an adaptation of a general expectancy-value model of motivation (cf., Eccles, 1983; Pintrich, 1988, 19...

Citation Context

...an learn new things"; cf., Harter, 1981). Four items (e.g., "I am so nervous during a test that I cannot remember facts I have learned," "When I take a test I think about how poorly I am doing"; cf., =-=Liebert & Morris, 1967-=-) concerning worry about and cognitive interference on tests were used in the Test Anxiety scale (a — .75). On the basis of the results of the factor analysis, two cognitive scales were constructed: c...

Citation Context

...ifferences in student motivation in order to describe and understand how personal characteristics are related to students' cognitive engagement and classroom academic performance (Corno & Snow, 1986; =-=Snow, 1989-=-; Weinert, 1987). The theoretical framework for conceptualizing student motivation is an adaptation of a general expectancy-value model of motivation (cf., Eccles, 1983; Pintrich, 1988, 1989). The mod...

Citation Context

... this task?" Again, there are a variety of affective reactions that might be relevant (e.g., anger, pride, guilt), but in a school learning context one of the most important seems to be test anxiety (=-=Wigfield & Eccles, 1989-=-). Test anxiety has been shown to be related to perceptions of competence (e.g., Nicholls, 1976), but it can be theoretically and empirically distinct. Research on test anxiety has been linked to stud...

Citation Context

...improving actual performance on classroom academic tasks, but that improving students' self-efficacy beliefs may lead to more use of these cognitive strategies (cf., Borkowski, Weyhing, & Carr, 1988; =-=Garner & Alexander, 1989-=-; Schunk, 1985). Intrinsic value was very strongly related to use of cognitive strategies and self-regulation, independent of initial performance levels or self-efficacy and test anxiety. Students who...

Citation Context

...ination of the partials, betas, and zero-order correlations between cognitive strategy use, selfregulation, and the performance measures following the procedures to detect suppressor variables (e.g., =-=Conger, 1974-=-; Tzelgov & Stern, 1978) suggested that cognitive strategy use could be classified as a negative suppressor variable. Cognitive strategy use and self-regulation were highly correlated with each other ...

Citation Context

...distinct. Research on test anxiety has been linked to students' metacognition, cognitive strategy use, and effort management (e.g., Benjamin, McKeachie, Lin, & Holinger, 1981; Culler & Holahan, 1980; =-=Tobias, 1985-=-). Although the other two motivational components generally show simple, positive, and linear relations with the components of self-regulated learning, the results for test anxiety are not as straight...

Citation Context

...nd become self-regulating learners (cf., Meece et al., 1988; Nolen, 1988). In addition, the results imply that it is important for teachers to socialize students' intrinsic value for schoolwork (cf., =-=Brophy, 1983-=-; Corno & Rohrkemper, 1985), not because it will necessarily lead to higher grades or scores on academic assignments or standardized achievement tests directly, but because it may lead to more cogniti...

Citation Context

...e capable engage in more metacognition, use more cognitive strategies, and are more likely to persist at a task than students who do not believe they can perform the task (e.g., Fincham & Cain, 1986; =-=Paris & Oka, 1986-=-; Schunk, 1985). The value component of student motivation involves students' goals for the task and their beliefs about the importance and interest of the task. Although this component has been conce...

Citation Context

...ategies may be more important for improving actual performance on classroom academic tasks, but that improving students' self-efficacy beliefs may lead to more use of these cognitive strategies (cf., =-=Borkowski, Weyhing, & Carr, 1988-=-; Garner & Alexander, 1989; Schunk, 1985). Intrinsic value was very strongly related to use of cognitive strategies and self-regulation, independent of initial performance levels or self-efficacy and ...

Citation Context

...ent learners who often did not use appropriate cognitive strategies for achievement. On the other hand, other research suggests that high-anxious children are not persistent or avoid difficult tasks (=-=Hill & Wigfield, 1984-=-). Accordingly, test anxiety may be related to the three components of selfregulated learning in different ways. Previous research suggests that the expectancy and value components will be positively ...

Citation Context

...e strategies is usually not enough to promote student achievement; students also must be motivated to use the strategies as well as regulate their cognition and effort (Paris, Lipson, & Wixson, 1983; =-=Pintrich, 1988-=-, 1989; Pintrich, Cross, Kozma, & McKeachie, 1986). Although there are classroom situations and tasks that can foster motivation (cf., Corno & Rohrkemper, 1985; Malone, 1981), there also is evidence t...

Citation Context

...oom performance. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, & Ferrara, 1983; =-=Corno, 1986-=-; Zimmerman & Pons, 1986, 1988). Students' management and control of their effort on classroom academic tasks has been proposed as another important component. For example, capable students who persis...

Citation Context

...that suggests that students must be able to understand not only the "what" of cognitive strategies, but also how and when to use strategies appropriately (cf., Brown et al., 1983; Paris et al., 1983; =-=Pressley, 1986-=-). There are several limitations to these findings, however. First, all the student motivation and cognitive components were measured with a self-report instrument. Self-reports can be used effectivel...

Citation Context

...ts who believe they are capable engage in more metacognition, use more cognitive strategies, and are more likely to persist at a task than students who do not believe they can perform the task (e.g., =-=Fincham & Cain, 1986-=-; Paris & Oka, 1986; Schunk, 1985). The value component of student motivation involves students' goals for the task and their beliefs about the importance and interest of the task. Although this compo...

Citation Context

...tically and empirically distinct. Research on test anxiety has been linked to students' metacognition, cognitive strategy use, and effort management (e.g., Benjamin, McKeachie, Lin, & Holinger, 1981; =-=Culler & Holahan, 1980-=-; Tobias, 1985). Although the other two motivational components generally show simple, positive, and linear relations with the components of self-regulated learning, the results for test anxiety are n...

Citation Context

...r in the specific science or English class. Items were adapted from various instruments used to assess student motivation, cognitive strategy use, and metacognition (e.g., Eccles, 1983; Harter, 1981; =-=Weinstein, Schulte, & Palmer, 1987-=-). Factor analysis was used to guide scale construction, resulting in exclusion of some of the items from the scales because of a lack of correlation or stable factor structure.SPECIAL SECTION: MOTIV...

Citation Context

...lation in the classroom are discussed. Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983; =-=Corno & Rohrkemper, 1985-=-). There are a variety of definitions of selfregulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students' metacogniti...

Citation Context

...(e.g., Nicholls, 1976), but it can be theoretically and empirically distinct. Research on test anxiety has been linked to students' metacognition, cognitive strategy use, and effort management (e.g., =-=Benjamin, McKeachie, Lin, & Holinger, 1981-=-; Culler & Holahan, 1980; Tobias, 1985). Although the other two motivational components generally show simple, positive, and linear relations with the components of self-regulated learning, the result...

Citation Context

... more metacognition, use more cognitive strategies, and are more likely to persist at a task than students who do not believe they can perform the task (e.g., Fincham & Cain, 1986; Paris & Oka, 1986; =-=Schunk, 1985-=-). The value component of student motivation involves students' goals for the task and their beliefs about the importance and interest of the task. Although this component has been conceptualized in a...

Citation Context

...ms at the time of testing rather than to lack of effective cognitive strategies for encoding or organizing course material. This interpretation is in line with cognitive models of test anxiety (e.g., =-=Benjamin, McKeachie, & Lin, 1987-=-; Tobias, 1985) that propose that for some test-anxious students who actually have adequate cognitive skills, test anxiety during exams engenders worry about their capabilities that interferes with ef...

Citation Context

...e, guilt), but in a school learning context one of the most important seems to be test anxiety (Wigfield & Eccles, 1989). Test anxiety has been shown to be related to perceptions of competence (e.g., =-=Nicholls, 1976-=-), but it can be theoretically and empirically distinct. Research on test anxiety has been linked to students' metacognition, cognitive strategy use, and effort management (e.g., Benjamin, McKeachie, ...

Citation Context

..., seatwork performance may reflect both students' willingness to comply with classroom norms about work completion and teachers' grading practices with respect to student behavioral compliance (e.g., =-=Blumenfeld, Pintrich, & Hamilton, 1987-=-; Hamilton, Blumenfeld, & Kunstler, 1987). Student knowledge factors, including the amount and organization of prior knowledge, were not assessed, yet they relate to student academic performance and p...

Citation Context

... partials, betas, and zero-order correlations between cognitive strategy use, selfregulation, and the performance measures following the procedures to detect suppressor variables (e.g., Conger, 1974; =-=Tzelgov & Stern, 1978-=-) suggested that cognitive strategy use could be classified as a negative suppressor variable. Cognitive strategy use and self-regulation were highly correlated with each other (r = .83) and self-regu...

Citation Context

...n student motivation in order to describe and understand how personal characteristics are related to students' cognitive engagement and classroom academic performance (Corno & Snow, 1986; Snow, 1989; =-=Weinert, 1987-=-). The theoretical framework for conceptualizing student motivation is an adaptation of a general expectancy-value model of motivation (cf., Eccles, 1983; Pintrich, 1988, 1989). The model proposes tha...

Citation Context

...These assignments may not be the most psychometrically sound assessments of student academic performance, but they are closely related to the realities of instruction and learning in most classrooms (=-=Calfee, 1985-=-). If we are to develop models of student motivation and self-regulated learning that are relevant for much of the academic work in classrooms, then it is important to examine student performance on t...

Citation Context

...teresting and important, will engage in more metacognitive activity, more cognitive strategy use, and more effective effort management (e.g., Ames & Archer, 1988; Dweck & Elliott, 1983; Eccles, 1983; =-=Meece, Blumenfeld, & Hoyle, 1988-=-; Nolen, 1988; Paris & Oka, 1986). The third motivational component concerns students' affective or emotional reactions to the task. The important issue for students involves the question, "How do I f...