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Research Article

Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students

Authors:

Sandrine Neuville ,

Université catholique de Louvain, BE
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Mariane Frenay,

Université catholique de Louvain, BE
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Etienne Bourgeois

Université catholique de Louvain, BE
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Abstract

This study, conducted with 184 first-year Belgian psychology students, examines the relations between motivational variables and achievement behaviours. A multiple-goal perspective with approach and avoidance dimensions was considered. Correlational, stepwise multiple regressions and MANOVA were performed. Results from the regressions indicate: (1) a direct effect of motivational variables on self-regulated learning strategies, and a direct effect of self-regulated learning strategies on performance, but no direct influence of motivational variables on performance; and (2) a direct influence of value and learning-approach goal orientation on choice. Results from the first multivariate analysis of variance (MANOVA) with task value and self-efficacy as independent variables only show a main effect of task value on all learning strategies and behavioural outcomes. Results from the second MANOVA assert the positive effect of the endorsement of multiple goals on deep-learning strategies and choice.
How to Cite: Neuville, S., Frenay, M. & Bourgeois, E., (2007). Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica. 47(1), pp.95–117. DOI: http://doi.org/10.5334/pb-47-1-95
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Published on 01 May 2007.
Peer Reviewed

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