Academic goals, cognitive and self-regulatory strategies

In this paper we analyze differences between cognitive (selection, organizational, elaboration and rehearsal) and self-regulatory (planning, monitoring-regulating) strategies depending on academic goals. A total of 447 obligatory secondary education students (55% boys and 44,7% girls) participated i...

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Published inPsicothema Vol. 18; no. 2; pp. 165 - 170
Main Authors Valle, Antonio, Cabanach, Ramón G, Rodríguez, Susana, Núñez, José C, González-Pienda, Julio A
Format Journal Article
LanguageSpanish
Published Spain 01.05.2006
Subjects
Adolescent
Career Choice
Choice Behavior
Cognition
Consumer Behavior
Educational Status
Female
Goals
Humans
Learning
Male
Memory
Motivation
Personal Autonomy
Planning Techniques
Psychology, Adolescent
Social Desirability
Surveys and Questionnaires
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Summary:In this paper we analyze differences between cognitive (selection, organizational, elaboration and rehearsal) and self-regulatory (planning, monitoring-regulating) strategies depending on academic goals. A total of 447 obligatory secondary education students (55% boys and 44,7% girls) participated in this study. The results indicated that as well as learning goals, other goals (obtain social approval or a good job) are related to the use of strategies and study engagement. Even performance-approach and performance-avoidance goals are significantly related to cognitive and self-regulatory strategies use.
Bibliography:ObjectType-Article-2
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ISSN:0214-9915