Relations of Achievement Goal Orientation and Perceived Classroom Goal Structure to Self-Reported Use of Reading Strategies

• In Event: Poster Session 14
  In Poster Session: Poster Session: Motivation

Abstract

This study investigated the relations of personal goal orientation and perceived classroom goal structure to self-reported reading strategies. 84 students who were enrolled a college readiness program, Advancement Via Individual Determination responded to survey items. Hierarchical regression results revealed that personal mastery goal orientation was a significant predictor of global, support, and problem-solving reading strategies (Baker & Brown, 1984; Mokhtari & Reichart, 2002). The analysis on the outcome with problem-solving reading comprehension strategies showed that there two significant interactions. As students increasingly felt that their classroom had either a performance-avoidance or performance-approach goal structure, the positive relation between mastery goal orientation and self-reported use of problem-solving reading strategies became weaker.

Authors

• Helene E. Delpeche, University of Delaware

• Carol A. Wong, University of Delaware