The roles of goal orientation, task-specific self-efficacy and motivation/emotion control in the academic performance of college students
The purpose of this research was to examine the types of emotional and motivational difficulties experienced by college age students and the types of emotional and motivational control strategies that they report using. Further, the study examined how goal orientation and self-efficacy beliefs in...
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ndltd-LACETR-oai-collectionscanada.gc.ca-BVAU.2429-90202014-03-14T15:42:57Z The roles of goal orientation, task-specific self-efficacy and motivation/emotion control in the academic performance of college students Poole, Shannon L. The purpose of this research was to examine the types of emotional and motivational difficulties experienced by college age students and the types of emotional and motivational control strategies that they report using. Further, the study examined how goal orientation and self-efficacy beliefs influence students' motivational and emotional response to a difficult task. Finally, the study explored the interrelationships between goal orientation, self-efficacy beliefs, motivational and emotional response, motivation and emotion control strategy use, task persistence and academic achievement, to try to explain how volition control strategy use influences task persistence and academic achievement. Participants in the study (n = 186) completed questionnaires that measured learning and performance goals, self-efficacy, emotional and motivational difficulties, use of motivation and emotion control strategies, task persistence, and reading comprehension (as a measure of achievement). Results suggested that college-age students experience a range of emotional and motivational problems and use a variety of strategies to overcome those difficulties. Students reported having emotional problems more frequently than motivational problems, but they reported using motivation control strategies more frequently than emotional control strategies. Analyses also revealed that students high in learning goals were less likely to report motivational problems, more likely to report using volition control strategies, and more likely to persist. Students high in performance goals were more likely to report both emotional and motivational problems. Students high in self-efficacy were less likely to report both types of problems. Self-efficacy was also highly correlated with use of motivation control strategies, persistence, and achievement. Finally, the strongest predictor of task persistence and achievement was a lack of motivational problems. This suggests that self-efficacy and learning goals not only exert a direct effect on persistence and achievement, but also that they may exert an indirect effect on task engagement by protecting students from experiencing motivational problems. Theoretical and practical implications of these findings are discussed. 2009-06-12T04:11:31Z 2009-06-12T04:11:31Z 1999 2009-06-12T04:11:31Z 1999-05 Electronic Thesis or Dissertation http://hdl.handle.net/2429/9020 eng UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/] |
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NDLTD |
language |
English |
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description |
The purpose of this research was to examine the types of emotional and
motivational difficulties experienced by college age students and the types of emotional and
motivational control strategies that they report using. Further, the study examined how goal
orientation and self-efficacy beliefs influence students' motivational and emotional response
to a difficult task. Finally, the study explored the interrelationships between goal
orientation, self-efficacy beliefs, motivational and emotional response, motivation and
emotion control strategy use, task persistence and academic achievement, to try to explain
how volition control strategy use influences task persistence and academic achievement.
Participants in the study (n = 186) completed questionnaires that measured learning and
performance goals, self-efficacy, emotional and motivational difficulties, use of motivation
and emotion control strategies, task persistence, and reading comprehension (as a measure
of achievement). Results suggested that college-age students experience a range of
emotional and motivational problems and use a variety of strategies to overcome those
difficulties. Students reported having emotional problems more frequently than
motivational problems, but they reported using motivation control strategies more
frequently than emotional control strategies. Analyses also revealed that students high in
learning goals were less likely to report motivational problems, more likely to report using
volition control strategies, and more likely to persist. Students high in performance goals
were more likely to report both emotional and motivational problems. Students high in self-efficacy
were less likely to report both types of problems. Self-efficacy was also highly
correlated with use of motivation control strategies, persistence, and achievement. Finally,
the strongest predictor of task persistence and achievement was a lack of motivational
problems. This suggests that self-efficacy and learning goals not only exert a direct effect
on persistence and achievement, but also that they may exert an indirect effect on task
engagement by protecting students from experiencing motivational problems. Theoretical
and practical implications of these findings are discussed. |
author |
Poole, Shannon L. |
spellingShingle |
Poole, Shannon L. The roles of goal orientation, task-specific self-efficacy and motivation/emotion control in the academic performance of college students |
author_facet |
Poole, Shannon L. |
author_sort |
Poole, Shannon L. |
title |
The roles of goal orientation, task-specific self-efficacy and motivation/emotion control in the academic performance of college students |
title_short |
The roles of goal orientation, task-specific self-efficacy and motivation/emotion control in the academic performance of college students |
title_full |
The roles of goal orientation, task-specific self-efficacy and motivation/emotion control in the academic performance of college students |
title_fullStr |
The roles of goal orientation, task-specific self-efficacy and motivation/emotion control in the academic performance of college students |
title_full_unstemmed |
The roles of goal orientation, task-specific self-efficacy and motivation/emotion control in the academic performance of college students |
title_sort |
roles of goal orientation, task-specific self-efficacy and motivation/emotion control in the academic performance of college students |
publishDate |
2009 |
url |
http://hdl.handle.net/2429/9020 |
work_keys_str_mv |
AT pooleshannonl therolesofgoalorientationtaskspecificselfefficacyandmotivationemotioncontrolintheacademicperformanceofcollegestudents AT pooleshannonl rolesofgoalorientationtaskspecificselfefficacyandmotivationemotioncontrolintheacademicperformanceofcollegestudents |
_version_ |
1716651591894827008 |