Achievement goals as predictors of metacognitive knowledge monitoring and academic help-seeking behavior among college students

Katherine Stavrianopoulos, Fordham University

Abstract

This study investigated the impact of motivation orientation on the accuracy of metacognitive knowledge monitoring; the impact of metacognitive knowledge monitoring on academic help-seeking behavior; and the impact of motivation orientation on academic help-seeking behavior, and the joint impact of metacognitive knowledge monitoring and motivational orientation on help-seeking. ^ The participants (N = 137) were randomly assigned to 1 of 3 treatment groups: mastery, performance-approach, performance-avoidance, and a control group. At the start of the experiment, giving each subject a written set of goals before presenting them with the task induced motivation orientation. At this time subjects also completed the Achievement Goal Orientation Questionnaire. ^ Participants in each group performed the same sequence of tasks. First, subjects estimated whether they could or could not define each of 40 vocabulary words, 5 of which were nonsense words. Then subjects took a multiple-choice test containing the same words. Finally, participants selected 10 words on which they wished to receive help on. ^ Results revealed subjects with higher knowledge monitoring ability reviewed more words which they had originally estimated not knowing and then failed on the test. In addition participants with high knowledge monitoring ability reviewed more nonsense words. No significant results were obtained for the impact of motivation orientation on academic help-seeking behavior, or the joint impact of metacognitive knowledge monitoring, motivational orientation on help-seeking. ^ The present study, therefore, confirmed general expectations of a relationship between metacognitive knowledge monitoring ability and help-seeking. ^

Subject Area

Education, Educational Psychology

Recommended Citation

Katherine Stavrianopoulos, "Achievement goals as predictors of metacognitive knowledge monitoring and academic help-seeking behavior among college students" (January 1, 2005). ETD Collection for Fordham University. Paper AAI3166581.
http://fordham.bepress.com/dissertations/AAI3166581

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