THE ROLE OF PERCEIVED CLASSROOM GOALS STRUCTURE, MOTIVATIONAL STRATEGIES, AND COGNITIVE LEARNING STRATEGIES IN PREDICTING ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE

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ASHOORI JAMAL; ARABSALARI ZAHRA; ASHOORI MOHHAMAD; ROSTAMAN HASAN; JALILABKENAR SEYEDE SOMAYEH

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Journal: INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION) Year:2012 | Volume:7 | Issue:3 (27) Page(s): 97-110

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Title

THE ROLE OF PERCEIVED CLASSROOM GOALS STRUCTURE, MOTIVATIONAL STRATEGIES, AND COGNITIVE LEARNING STRATEGIES IN PREDICTING ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE

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Keywords

PERCEIVED CLASSROOM GOALS STRUCTUREQ2

MOTIVATIONAL STRATEGIESQ2

COGNITIVE LEARNING STRATEGIESQ2

ACADEMIC ACHIEVEMENTQ2

Abstract

This research aimed to examine the role of the PERCEIVED CLASSROOM GOALS STRUCTURE, MOTIVATIONAL STRATEGIES (achievement goals and self-efficacy) and COGNITIVE LEARNING STRATEGIES (rehearsal, elaboration, and organization) in the ACADEMIC ACHIEVEMENT English language. The population of this research was all students at third grade of state-run high schools of Varamin. For this research, 200 students (112 girls and 88 boys) were selected using stratifies randomly sampling. All of them completed the PERCEIVED CLASSROOM GOALS STRUCTURE questionnaire (Midgley et al., 1998), MOTIVATIONAL STRATEGIES for learning questionnaires (Pintrich et al., 1991) and the achievement goals questionnaires (Elliot & McGregor, 2001). The findings showed a positive and significant relationship between mastery approach goal, self-efficacy and rehearsal with ACADEMIC ACHIEVEMENT and a negative and significant relationship between performance avoidance goal with ACADEMIC ACHIEVEMENT. Self-efficacy, performance avoidance goal, and mastery approach goal in one predicted model predicted 42 percent of variance of language achievement and also the share of self-efficacy in the prediction of ACADEMIC ACHIEVEMENT was more than other variables. Some findings of the present research were consistent with previous research results. The theoretical implications of findings were discussed.

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APA: Copy

ASHOORI, JAMAL, ARABSALARI, ZAHRA, ASHOORI, MOHHAMAD, ROSTAMAN, HASAN, & JALILABKENAR, SEYEDE SOMAYEH. (2012). THE ROLE OF PERCEIVED CLASSROOM GOALS STRUCTURE, MOTIVATIONAL STRATEGIES, AND COGNITIVE LEARNING STRATEGIES IN PREDICTING ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE. INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION), 7(3 (27)), 97-110. SID. https://sid.ir/paper/154207/en

Vancouver: Copy

ASHOORI JAMAL, ARABSALARI ZAHRA, ASHOORI MOHHAMAD, ROSTAMAN HASAN, JALILABKENAR SEYEDE SOMAYEH. THE ROLE OF PERCEIVED CLASSROOM GOALS STRUCTURE, MOTIVATIONAL STRATEGIES, AND COGNITIVE LEARNING STRATEGIES IN PREDICTING ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE. INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION)[Internet]. 2012;7(3 (27)):97-110. Available from: https://sid.ir/paper/154207/en

IEEE: Copy

JAMAL ASHOORI, ZAHRA ARABSALARI, MOHHAMAD ASHOORI, HASAN ROSTAMAN, and SEYEDE SOMAYEH JALILABKENAR, “THE ROLE OF PERCEIVED CLASSROOM GOALS STRUCTURE, MOTIVATIONAL STRATEGIES, AND COGNITIVE LEARNING STRATEGIES IN PREDICTING ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE,” INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION), vol. 7, no. 3 (27), pp. 97–110, 2012, [Online]. Available: https://sid.ir/paper/154207/en

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