The moderating effects of goal orientations and goal structures on test-preparation strategies for Taiwanese students

Yen Ying Lin, Biing-Lin Cherng, Hsueh Chih Chen, Shu-Ling Peng

Research output: Contribution to journalArticle

Abstract

The current study examines the effects of a quasi-experimental classroom goal structure (mastery, approach performance, multiple that combined mastery/approach performance) and personal goal orientations on test-preparation strategies for 280 Taiwanese junior high school students in order to check whether this interaction supports either the buffering hypothesis or the matching hypothesis. There were significant interactive effects between goal orientations and goal structures on cognitive regulation and motivational/affective regulation strategies. In line with the matching hypothesis, students with goal orientations that matched their classroom goal structures were found to be most adaptive in regard to the use of their self-regulatory cognitive and self-regulatory motivational/affective test-preparation strategies.

Original languageEnglish
Pages (from-to)68-75
Number of pages8
JournalLearning and Individual Differences
Volume56
DOIs
Publication statusPublished - 2017 May 1

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Students
regulation
classroom
student
interaction
school
performance

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

Cite this

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AB - The current study examines the effects of a quasi-experimental classroom goal structure (mastery, approach performance, multiple that combined mastery/approach performance) and personal goal orientations on test-preparation strategies for 280 Taiwanese junior high school students in order to check whether this interaction supports either the buffering hypothesis or the matching hypothesis. There were significant interactive effects between goal orientations and goal structures on cognitive regulation and motivational/affective regulation strategies. In line with the matching hypothesis, students with goal orientations that matched their classroom goal structures were found to be most adaptive in regard to the use of their self-regulatory cognitive and self-regulatory motivational/affective test-preparation strategies.

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