King, R. B & McInerney, DM. (2016). Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, metacognitive strategies, and achievement. British Journal of Educational Psychology,86(2), A.Jones. 296-312. United States of America: Wiley-Blackwell. Retrieved from https://doi.org/10.1111/bjep.12107
Goal theory research has mostly focused on the unidirectional effects of goals on learning strategies and academic achievement. Reciprocal relationships have mostly been neglected. The primary aim of this study was to examine the reciprocal relations and causal ordering of mastery goals, metacognitive strategy use, and academic achievement.
Institute for Positive Psychology and Education
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