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