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Article: The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome

TitleThe role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome
Authors
KeywordsAcademic achievement
Achievement goal
Learning strategies
Self-efficacy
Task value
Issue Date2008
PublisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsych
Citation
Contemporary Educational Psychology, 2008, v. 33 n. 4, p. 486-512 How to Cite?
AbstractAdopting a combination of expectancy-value and achievement goal theories, this study examined the role of self-efficacy, task value, and achievement goals in students' learning strategies, task disengagement, peer relationship, and English achievement outcome. A sample of 1475 Year-9 students participated in the study. A structural equation model showed that while task value predicted only mastery goals, self-efficacy predicted each of the three types of achievement goal. Mastery and performance-approach goals were both positive predictors of deep learning and peer relationship. Mastery goals were also negatively associated with task disengagement and positively associated with surface learning. In contrast, performance-avoidance goals were a positive predictor of surface learning and task disengagement but a negative predictor of peer relationship. On the whole, these findings suggest that, like mastery goals, performance-approach goals can generate adaptive outcomes. © 2007 Elsevier Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/124313
ISSN
2015 Impact Factor: 2.492
2015 SCImago Journal Rankings: 1.426
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLiem, ADen_HK
dc.contributor.authorLau, Sen_HK
dc.contributor.authorNie, Yen_HK
dc.date.accessioned2010-10-31T10:27:27Z-
dc.date.available2010-10-31T10:27:27Z-
dc.date.issued2008en_HK
dc.identifier.citationContemporary Educational Psychology, 2008, v. 33 n. 4, p. 486-512en_HK
dc.identifier.issn0361-476Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/124313-
dc.description.abstractAdopting a combination of expectancy-value and achievement goal theories, this study examined the role of self-efficacy, task value, and achievement goals in students' learning strategies, task disengagement, peer relationship, and English achievement outcome. A sample of 1475 Year-9 students participated in the study. A structural equation model showed that while task value predicted only mastery goals, self-efficacy predicted each of the three types of achievement goal. Mastery and performance-approach goals were both positive predictors of deep learning and peer relationship. Mastery goals were also negatively associated with task disengagement and positively associated with surface learning. In contrast, performance-avoidance goals were a positive predictor of surface learning and task disengagement but a negative predictor of peer relationship. On the whole, these findings suggest that, like mastery goals, performance-approach goals can generate adaptive outcomes. © 2007 Elsevier Inc. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsychen_HK
dc.relation.ispartofContemporary Educational Psychologyen_HK
dc.subjectAcademic achievementen_HK
dc.subjectAchievement goalen_HK
dc.subjectLearning strategiesen_HK
dc.subjectSelf-efficacyen_HK
dc.subjectTask valueen_HK
dc.titleThe role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcomeen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0361-476X&volume=33&issue=4&spage=486&epage=512&date=2008&atitle=The+role+of+self-efficacy,+task+value,+and+achievement+goals+in+predicting+learning+strategies,+task+disengagement,+peer+relationship,+and+achievement+outcomeen_HK
dc.identifier.emailLau, S:slau08@hkucc.hku.hken_HK
dc.identifier.authorityLau, S=rp00635en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.cedpsych.2007.08.001en_HK
dc.identifier.scopuseid_2-s2.0-52749089049en_HK
dc.identifier.hkuros174969en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-52749089049&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume33en_HK
dc.identifier.issue4en_HK
dc.identifier.spage486en_HK
dc.identifier.epage512en_HK
dc.identifier.isiWOS:000260088600002-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridLiem, AD=24765421100en_HK
dc.identifier.scopusauthoridLau, S=33968324900en_HK
dc.identifier.scopusauthoridNie, Y=19337388700en_HK
dc.identifier.citeulike5241976-

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