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Sungur Semra (2007). « Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation ». Scandinavian Journal of Educational Research, vol. 51, n° 3, p. 315–326. En ligne : <http://ejournals.ebsco. ... ContributionID=11965634>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:44 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Sungur2007
Categories: General
Keywords: élève, motivation, motivation, participation
Creators: Sungur
Collection: Scandinavian Journal of Educational Research
Views: 1534/2415
Views index: 21%
Popularity index: 5.25%
URLs     http://ejournals.e ... ibutionID=11965634
Abstract     
In this study, a path model was utilised to model the relationships among motivational beliefs, metacognitive strategy use, and effort regulation in science courses. There were 391 high-school students participating in the study. The Motivated Strategies for Learning Questionnaire was used to measure students' motivational beliefs, metacognitive strategy use, and effort regulation. Results showed that intrinsic goal orientation, beliefs about value of a task, control of learning beliefs, and self-efficacy for learning and performance were predictors of students' metacognitive strategy use. Effect of motivational beliefs on effort regulation was mediated through metacognitive strategy use. In addition, the path model revealed interrelationships among motivational beliefs. It was concluded that students should have motivation to use metacognitive strategies and engage in a task.
Added by: Marie Gaussel  
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