Performance goal structure and self-regulated learning: The role of autonomy support

Fallon Lattari, Fordham University

Abstract

The purpose of the present study was to assess the relationships among several constructs including classroom performance goal structure, perceived autonomy support, and self-regulated learning in high-stakes learning contexts. Specifically, the researcher examined student perceptions of a performance classroom goal structure in mathematics and their reported use of self-regulated learning strategies in studying for their respective Algebra I/Geometry/Algebra II Regents examination. Student perceptions of autonomy support were explored as a potential moderator between performance goal structure and self-regulated learning. Self-report data were collected from 263 students from a public high school in a suburban neighborhood. Using multilevel modeling, results revealed that performance goal structure was significantly and positively related to self-regulated learning strategies. Autonomy support was not found to moderate the relationship between performance goal structure and self-regulated learning. However, results from ancillary analyses, conducted due to a lack of variation in the data, indicated that autonomy support accounted for a significant portion of the variance in self-regulated learning. Concluding remarks include a discussion of implications for educational practice as well as directions for future research.^

Subject Area

Educational psychology|Psychology

Recommended Citation

Lattari, Fallon, "Performance goal structure and self-regulated learning: The role of autonomy support" (2016). ETD Collection for Fordham University. AAI10112514.
http://fordham.bepress.com/dissertations/AAI10112514

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