Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom: A Multidimensional Phenomenon
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| Title: | Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom: A Multidimensional Phenomenon |
|---|---|
| Language: | English |
| Authors: | Shell, Duane F., Husman, Jenefer |
| Source: | Journal of Educational Psychology. May 2008 100(2):443-459. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 17 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Undergraduate Students, Self Efficacy, Goal Orientation, Time Perspective, Multidimensional Scaling, Self Disclosure (Individuals), Self Management, Learning Motivation, Educational Psychology, Academic Achievement, Locus of Control, Correlation, Affective Objectives |
| DOI: | 10.1037/0022-0663.100.2.443 |
| ISSN: | 0022-0663 |
| Abstract: | This study of 397 undergraduate students examined relations between self-reported control, goal orientation, future time perspective, affect, and strategic self-regulation. Five patterns were found in three canonical dimensions. The high end of bipolar Dimension 1 linked high self-regulated strategy use and study effort to high self-efficacy, outcome expectancy, and effort causal attribution; high mastery and performance approach and low work avoidance goal orientations; and positive affect. The low end of Dimension 1 linked low strategy use and effort to low self-efficacy, outcome expectancy, and effort causal attribution; high work avoidance goal orientation; and low affect. The high end of bipolar Dimension 2 linked knowledge-building strategies, but not active self-regulation or study effort, to high self-efficacy, outcome expectancy for learning but not grades, and affect causal attribution; high mastery goal orientation; and positive affect. The low end of Dimension 2 linked surface learning, consisting of active self-regulation and study effort but not personal knowledge building, to high effort causal attribution but low self-efficacy and outcome expectancy. Unipolar Dimension 3 linked learned helplessness to high outcome expectancy and external causal attribution but low self-efficacy; high work avoidance goal orientation; and high negative affect and anxiety. (Contains 3 tables and 1 footnote.) |
| Abstractor: | Author |
| Number of References: | 73 |
| Entry Date: | 2008 |
| Accession Number: | EJ796358 |
| Database: | ERIC |
| Abstract: | This study of 397 undergraduate students examined relations between self-reported control, goal orientation, future time perspective, affect, and strategic self-regulation. Five patterns were found in three canonical dimensions. The high end of bipolar Dimension 1 linked high self-regulated strategy use and study effort to high self-efficacy, outcome expectancy, and effort causal attribution; high mastery and performance approach and low work avoidance goal orientations; and positive affect. The low end of Dimension 1 linked low strategy use and effort to low self-efficacy, outcome expectancy, and effort causal attribution; high work avoidance goal orientation; and low affect. The high end of bipolar Dimension 2 linked knowledge-building strategies, but not active self-regulation or study effort, to high self-efficacy, outcome expectancy for learning but not grades, and affect causal attribution; high mastery goal orientation; and positive affect. The low end of Dimension 2 linked surface learning, consisting of active self-regulation and study effort but not personal knowledge building, to high effort causal attribution but low self-efficacy and outcome expectancy. Unipolar Dimension 3 linked learned helplessness to high outcome expectancy and external causal attribution but low self-efficacy; high work avoidance goal orientation; and high negative affect and anxiety. (Contains 3 tables and 1 footnote.) |
|---|---|
| ISSN: | 0022-0663 |
| DOI: | 10.1037/0022-0663.100.2.443 |
