![]() Journal of Educational Psychology, 84, 261–271.Īssor, A., & Connell, J. Classroom: Goals, structures, and student motivation. ![]() This process is experimental and the keywords may be updated as the learning algorithm improves.Īmes, C. These keywords were added by machine and not by the authors. Research in both experimental and field settings has consistently shown that positive motivational beliefs such as perceptions of high selfefficacy,a focus on mastery goals, high value and interest in the task or content, and low levels of test anxiety are positively related to greater cognitive engagement in terms of the use of cognitive and metacognitive strategies as well as actual academic performance (see Pintrich & Schrauben, 1992 for a review). ![]() Cognitive components include students’ content knowledge as well as various cognitive learning strategies such as rehearsal, elaboration, and organization, and metacognitive strategies such as planning, monitoring, and regulating learning (Garcia & Pintrich, 1994). ![]() Motivational components include students’ perceptions of the classroom environment as well as their selfrelated beliefs such as personal goals, self-efficacy, interest, and value beliefs. Current research on student classroom learning stresses the importance of considering both motivational and cognitive components of academic performance (Garcia & Pintrich, 1994 Pintrich & De Groot, 1990). ![]()
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