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Learning Environments Research
Erschienen in: Learning Environments Research 2/2008

01.09.2008 | Original Paper

A model of metacognition, achievement goal orientation, learning style and self-efficacy

verfasst von: Savia A. Coutinho, George Neuman

Erschienen in: Learning Environments Research | Ausgabe 2/2008

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Abstract

Structural equation modelling was used to test a model integrating achievement goal orientation, learning style, self-efficacy and metacognition into a single framework that explained and predicted variation in performance. Self-efficacy was the strongest predictor of performance. Metacognition was a weak predictor of performance. Deep processing had a weak, negative relationship with performance. Mastery-approach goals were related to deep-processing and surface-processing learning styles. Mastery-approach and performance-approach goals were positive predictors of self-efficacy. Mastery-avoidance and performance-avoidance goals were related to self-efficacy.
Vorheriger Artikel Classroom learning experiences and students’ perceptions of quality of school life
Nächster Artikel Student activity and learning outcomes in a virtual learning environment

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Metadaten
Titel
A model of metacognition, achievement goal orientation, learning style and self-efficacy
verfasst von
Savia A. Coutinho
George Neuman
Publikationsdatum
01.09.2008
Verlag
Springer Netherlands
Erschienen in
Learning Environments Research / Ausgabe 2/2008
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI
https://doi.org/10.1007/s10984-008-9042-7

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