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Classroom Achievement Goal Orientation, Task Difficulty on different academic levels of metacognitive monitoring the impact of

Author: DengShuHong
Tutor: LiuHaiYan
School: Shandong Normal University
Course: Developmental and Educational Psychology
Keywords: Classroom Achievement Goal Orientation Task difficulty Motivation spot Different academic levels Metacognitive monitoring
CLC: B842
Type: Master's thesis
Year: 2003
Downloads: 365
Quote: 6
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Abstract

Metacognitive monitoring is a specific implementation of metacognitive strategies, is a meta-cognitive level of the external manifestations of the learning outcomes have a direct impact, and metacognitive monitoring for a variety of problem-solving activities, with some specific learning strategies compared to students with higher learning guiding value. However, the current meta-cognitive training to the students' cognitive and metacognitive strategy training, and few focus on how to improve specific learning contexts metacognitive monitoring level. Studies have pointed out that the students affected by the specific contexts spot Motivation, acquire a certain degree of metacognitive strategies do not necessarily exhibit the appropriate metacognitive monitoring. Therefore, it is necessary by manipulating the learning environment, improve student motivation spot, thereby increasing the level of students' metacognitive monitoring. Learning environment factors, including social and environmental factors and task factors. For students in terms of classroom achievement goal orientation is the most important social and environmental factors, inferences from existing research, classroom achievement goal orientation possibly through the influence of personal achievement goals to influence spot motivation and metacognitive monitoring. Studies have pointed out that the task of the task difficulty factor itself has no direct influence on the spot motives, but can be achievement goal orientation and classroom interaction to influence spot motives. But there are also studies that the difficulty of the task itself can affect motivation through spot metacognitive monitoring. All this remains to be verified and discussed. Research indicates that the spot is also affected by individual motivation factors. In the current education, the high and low academic level students is closely watched two groups, more motivation on learning contexts through spot both metacognitive monitoring the impact of a targeted manner to help improve students' metacognitive monitoring level. Based on this, this study investigated the classroom achievement goal orientation, task difficulty motivation through spot effects on metacognitive monitoring, and compare the impact of different levels of academic differences between students. In this study, 2 × 2 × 2 completely randomized experimental design, randomly selected a total of four classes of high school (225 people, 217 people were tested effectively, using scale method to measure the general spot metacognitive strategies and motivation, the use of more objective Activities operating method to measure metacognitive monitoring. data using statistical software SPSS10.0 treatment, research the following conclusions: 1. Classroom Achievement Goal Orientation and Task Difficulty on metacognitive monitoring had significant influence: mastery goals in the classroom orientation than in the classroom under the performance goal orientation showed more metacognitive monitoring, the more difficult the task is relatively easy to task to show more metacognitive monitoring. 2. Classroom Achievement Goal Orientation and Task Difficulty on per share There are known to interact with video surveillance: Old: mastery goal orientation in the classroom, students are more difficult task in the task is relatively easy to show more on metacognitive monitoring: performance goal orientation in the classroom, the students easier and more difficult task tasks metacognitive monitoring demonstrated no significant differences. 3. classroom academic achievement goal orientation on different levels of metacognitive monitoring shadow, sound the same: no matter the level of their studies, students in the classroom mastery goal orientation course grade lower than Next goal orientation showed more metacognitive monitoring. 4 Task Difficulty on different academic levels metacognitive monitoring the impact of inconsistency: High school students in the difficult task level is relatively easy to show more tasks per share known monitoring; low academic level students in difficult tasks and tasks easier metacognitive monitoring showed no significant differences. 5. Classroom Achievement Goal Orientation, Task Difficulty on different academic levels metacognitive monitoring their interaction shadow [ inconsistent: on the high school level students accounted for classroom achievement goal orientation, task difficulty on metacognitive Iki control does not exist interactive shadow price is low academic standard 11 students, classroom grasp FJ calibration down on the difficult task of comparing Easy task showed more metacognitive monitoring; classroom performance goal orientation, the more difficult the task easier task showed more metacognitive monitoring. 6 spot motivation in the classroom achievement goal orientation, task difficulty shadow on metacognitive monitoring, we have the intermediary role: the month I spot motivation efficacy, goal orientation, level of effort in the classroom achievement goal orientation, task difficulty on metacognitive monitoring the impact I rang in a mediating role.

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