Dispositional Approach-Avoidance Achievement Motivation and Cognitive Self-regulated Learning: The Mediation of Achievement Goals
Author(s): Jared M. Bartels, Susan Magun-Jackson, Joseph J. Ryan
Abstract: The present study examined the role that dispositional approach-avoidance achievement motivation plays in the cognitive self-regulated learning strategies utilized among a college student sample. Additionally, the study assessed the potential for achievement goals to mediate this relationship. Among a sample of undergraduate students (N = 146) results indicated that need for achievement predicted the cognitive strategies of rehearsal, elaboration, organization, and critical thinking. Mastery-approach goals partially mediate the relationship between need for achievement and rehearsal. With respect to avoidance motivation, fear of failure was negatively associated with elaboration, organization, and critical thinking. However achievement goals did not mediate these relationships. The present results underscore the need to consider the dispositional motivation that students bring to the classroom with respect to interventions intended to combat maladaptive achievement motivation.
Pages: 97-110
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