The role of goal orientation in self-regulated learning.

Published on Jan 1, 2000
· DOI :10.1016/B978-012109890-2/50043-3
Paul R. Pintrich71
Estimated H-index: 71
(UM: University of Michigan)
Sources
Abstract
Publisher Summary Current research on goal orientation and self-regulated learning suggests a general framework for examining learning and motivation in academic contexts. Moreover, there are some important generalizations that are emerging from this research. It seems clear that an approach-mastery goal orientation is generally adaptive for cognition, motivation, learning, and performance. The roles of the other goal orientations need to be explored more carefully in empirical research, but the general framework of mastery and performance goals seems to provide a useful way to conceptualize the academic achievement goals that students may adopt in classroom settings and their role in facilitating or constraining self-regulated learning. There is much theoretical and empirical work to be done, but the current models and frameworks are productive and should lead to research on classroom learning that is both theoretically grounded and pedagogically useful.
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