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Full-Text Articles in Education
Metacognitive Skills, Perfectionism, And Academic Self-Efficacy As Predicators Of Achievement Goal Orientations Among Sample Of Graduate Students In Education College, Khaled N. Alotaibi
Metacognitive Skills, Perfectionism, And Academic Self-Efficacy As Predicators Of Achievement Goal Orientations Among Sample Of Graduate Students In Education College, Khaled N. Alotaibi
International Journal for Research in Education
This study aimed toinvestigate the possibility of predicting achievement goal orientations from metacognitive skills, perfectionism, and academic self-efficacy among graduate students. The study sample consisted of 182 graduate students from the College of Education at King Saud University. In this study, four types of scales were used, namely the 2x2 Achievement Goal Orientation Scale developed by Elliot andMcGregor (2001) the Metacognitive Skills Scale developed by Al-Watban (2006), the Adaptive and Maladaptive Scale developed byFrostetet. al (1993) and the Academic Self-Efficacy Scale developed by Wood and Locke (1987). The results of the study revealed that there were significant impacts of metacognitive …
Context-Specific Achievement Goal Orientations In Cooperative Group Work, Jung-In Kim, Hyewon Chung, Myoungsook Kim, Marilla Svinicki
Context-Specific Achievement Goal Orientations In Cooperative Group Work, Jung-In Kim, Hyewon Chung, Myoungsook Kim, Marilla Svinicki
Jung-In Kim
This study explored how trichotomous achievement goal orientations in each of three contexts (i.e., individual, individual-within-a-group, and group; Kim, Kim, & Svinicki, 2012) play different roles in predicting college students' enjoyment, sense of group community, and evaluation of group work processes during laboratory cooperative group work. We asked 174 undergraduate students to complete individual and group-related achievement goal orientation measures before and after participating in group work. The results indicated that individual and group-related achievement goal orientations in a cooperative group work setting strongly predicted the affective and cognitive variables and that these associations varied among the goals. For example, …