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Approach–avoidance motivation and metacognitive self-regulation: The role of need for achievement and fear of failure

Published on Dec 1, 2009in Learning and Individual Differences1.81
· DOI :10.1016/j.lindif.2009.03.008
Jared M. Bartels7
Estimated H-index: 7
(UCM: University of Central Missouri),
Susan Magun-Jackson4
Estimated H-index: 4
(U of M: University of Memphis)
Abstract
Abstract Previous research has indicated that approach–avoidance motivation at the achievement goal level influences the quality of self-regulated learning. Additionally, research indicates that approach–avoidance motivation at the dispositional level is associated with cognitive self-regulated learning strategy use. The present investigation sought to extend this research by examining the relationship between approach–avoidance motivation at the dispositional level and metacognitive self-regulation, as well as the mediational potential of approach–avoidance achievement goals among a sample of undergraduate students ( N  = 145). Results indicated that need for achievement was significantly related to metacognitive self-regulation and mastery-approach goals partially mediated this relationship. Fear of failure was negatively associated with metacognitive self-regulation; however, performance-avoidance goals did not mediate this relationship. The significance of such individual differences in metacognitive self-regulation is discussed.
  • References (52)
  • Citations (52)
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