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Direct linkMacArthur, Charles A.; Traga Philippakos, Zoi A.; May, Henry; Compello, Jill – Journal of Educational Psychology, 2022
The article presents the results of a randomized experimental study of a writing curriculum for college developmental writing courses based on strategy instruction with self-regulation integrated with practices common in college composition. Students in a full semester course learned strategies for planning and revising based on rhetorical…
Descriptors: Metacognition, Self Efficacy, Grammar, Student Motivation
Download full textMacArthur, Charles A.; Traga Philippakos, Zoi A.; May, Henry; Compello, Jill – Grantee Submission, 2021
The paper presents the results of a randomized experimental study of a writing curriculum for college developmental writing courses based on strategy instruction with self-regulation integrated with practices common in college composition. Students in a full semester course learned strategies for planning and revising based on rhetorical analysis…
Descriptors: Learning Strategies, Metacognition, Writing Instruction, Self Efficacy
Dompnier, Benoît; Darnon, Céline; Meier, Emanuele; Brandner, Catherine; Smeding, Annique; Butera, Fabrizio – American Educational Research Journal, 2015
Recent research has shown that, in a university context, mastery goals are highly valued and that students may endorse these goals either because they believe in their utility (i.e., social utility), in which case mastery goals are positively linked to achievement, or to create a positive image of themselves (i.e., social desirability), in which…
Descriptors: Low Achievement, Mastery Learning, Goal Orientation, College Students
Wilson, Andrew; Kim, Wonsun – International Education Studies, 2016
The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading…
Descriptors: Concept Mapping, Self Efficacy, Mastery Learning, Goal Orientation
Bernacki, Matthew L.; Byrnes, James P.; Cromley, Jennifer G. – Contemporary Educational Psychology, 2012
Studies examining students' achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the…
Descriptors: Reading Comprehension, Notetaking, Student Motivation, Academic Achievement
He, Tung-hsien – Journal of Research in Reading, 2008
This study explored the effects of achievement goals on English as a foreign language (EFL) college students' reading strategy use and reading comprehension from the perspective of multiple goals. Fifty-seven participants verbalised their thoughts while reading an English expository essay. They also completed assessments on their reading goal…
Descriptors: Reading Comprehension, College Students, Reading Strategies, Profiles
Botsas, George; Padeliadu, Susana – International Journal of Educational Research, 2003
Our aim in this paper was to provide an analysis of goal orientation parameters with respect to reading comprehension strategy use for students with and without reading difficulties (RD). Non-RD students appeared to be more mastery oriented and less performance avoidant compared to RD ones. Also, non-RD students used, more, deeper, more…
Descriptors: Reading Comprehension, Reading Difficulties, Goal Orientation, Reading Strategies
