Self-Efficacy, Achievement Goals, and Metacognition as Predicators of Academic Motivation

被引：16

作者：

AL-Baddareen, Ghaleb ^{[1
]}

Ghaith, Souad ^{[1
]}

Akour, Mutasem ^{[1
]}

机构：

[1] Hashemite Univ, Dept Educ Psychol, Zarqa 13115, Jordan

来源：

PROCEEDINGS OF 6TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES | 2015年 / 191卷

关键词：

Self-efficacy; achievement goals; metacognition; academic motivation; LEARNING-STRATEGIES;

D O I：

10.1016/j.sbspro.2015.04.345

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to investigate the impact of self-efficacy, achievement goals (mastery goals and performance goals), and metacognition on academic motivation of university students in Jordan. A random sample of 145 students from the Hashemite University participated in the current study. The Academic Self-Efficacy Scale, the Goals Inventory, the Metacognitive Awareness Inventory, and the Academic Motivation Inventory were used to measure the four variables consequently. The findings of this study showed that two predictors, mastery goals and metacognition had a significant joint effect on academic motivation. On the other hand, self-efficacy failed to have a significant effect on academic motivation. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

引用

页码：2068 / 2073

页数：6

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