The influence of achievement goal orientation on study time allocation

被引：0

作者：

Zheng, Hui ^{[1
]}

Chen, Kaikai ^{[1
]}

Lin, Yuqing ^{[1
]}

Tang, Huaqiang ^{[1
]}

Fanuel, Utete E. ^{[1
]}

Jia, Xiaoyu ^{[2
]}

Li, Xinyu ^{[2
]}

Li, Weijian ^{[2
]}

机构：

[1] Zhejiang Normal Univ, Dept Psychol, Jinhua 321004, Peoples R China

[2] Zhejiang Normal Univ, Inst Psychol, Jinhua 321004, Peoples R China

来源：

PROCEEDINGS OF THE 2013 INTERNATIONAL CONFERENCE ON ADVANCES IN SOCIAL SCIENCE, HUMANITIES, AND MANAGEMENT | 2013年 / 43卷

基金：

中国国家自然科学基金;

关键词：

Metacognition; Study Time Allocation; Achievement Goal Orientation; MOTIVATION;

D O I：

暂无

中图分类号：

C [社会科学总论];

学科分类号：

03 ; 0303 ;

摘要：

The purpose of this study was to investigate the effect of different types of achievement goal orientation on learner's study time allocation. A 2(achievement goal orientation mastery goal, performance orientation) x2(item reward: 1 point, 5 point) x2(item difficulty : easy item, hard item) mixed design was adopted. The results showed that the performance orientation learners tended to select and allocate more learning time to 5-point items. However, the mastery goal oriented learners did not show such selection bias. According to the ABR framework, mastery goal orientation learner developed a more flexible agenda.

引用

页码：685 / 690

页数：6

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