رکورد قبلیرکورد بعدی

" The interrelations of goals, knowledge monitoring, strategic help seeking, and achievement among high school students of different cultures "


Document Type : Latin Dissertation
Language of Document : English
Record Number : 53402
Doc. No : TL23356
Call number : ‭3262846‬
Main Entry : Hyacinth Ugwuezumba Njoku
Title & Author : The interrelations of goals, knowledge monitoring, strategic help seeking, and achievement among high school students of different cultures\ Hyacinth Ugwuezumba Njoku
College : Fordham University
Date : 2007
Degree : Ph.D.
student score : 2007
Page No : 147
Abstract : Drawing on a sample of Nigerian (N = 166) and American (N = 164) high school students, the present study examines the interrelations between cultural, motivational, and self-regulatory processes and achievement. In line with current motivational theory and research, motivation in this study is defined according to the 2 x 2-achievement goal framework. Specifically, an aim of this study was to explore whether differential patterns of goal endorsement would emerge culturally, and to investigate how such differences would impact the relations between achievement goals, self-regulation (defined in this study as knowledge monitoring and help-seeking) and mathematics performance. Overall, exploratory factor analyses resulted in the differentiation of four goals with some differences across groups, indicating further support for the 2 x 2-goal framework. In line with prior research, hierarchical regression analyses demonstrated that the goals accounted for a significant portion of the variance of knowledge monitoring, help-seeking, and achievement. Specifically, mastery-approach goals were found to be a positive predictor of both knowledge monitoring and achievement. In contrast, mastery-avoidance goals were found to be negatively related to knowledge monitoring. The relations between knowledge monitoring and help-seeking were mixed. Knowledge monitoring was a positive predictor of the review of difficult problems and mediated the relation between mastery-approach goals and achievement. However, unexpectedly, it was also a positive predictor of the review of easy problems and a negative predictor of familiar but difficult problems. In terms of cultural differences, a significant interaction was found between cultural groups and mastery-approach goals, suggesting that the gains in knowledge monitoring due to the pursuit of mastery-approach goals were far greater for American students than for Nigerian students. In fact, mastery-approach goals related more positively to performance outcomes in the American sample than in the Nigerian sample; mastery-avoidance goals related more negatively to outcomes in the Nigerian than in the American sample. Unexpected results were explained relative to intervening variables of age, socioeconomic status, methodology, testing conditions, and task difficulty.
Subject : Education; Achievement; Cultural difference; Goals; Help-seeking; High school students; Knowledge monitoring; Nigeria; United States; Mathematics education; Educational psychology; 0525:Educational psychology; 0280:Mathematics education
Added Entry : A. Zusho
Added Entry : Fordham University
کپی لینک

پیشنهاد خرید
پیوستها
عنوان :
نام فایل :
نوع عام محتوا :
نوع ماده :
فرمت :
سایز :
عرض :
طول :
3262846_10460.pdf
3262846.pdf
پایان نامه لاتین
متن
application/octet-stream
3.27 MB
85
85
نظرسنجی
نظرسنجی منابع دیجیتال

1 - آیا از کیفیت منابع دیجیتال راضی هستید؟