The Role of Social Goals in Chinese Students' Self-Regulated Learning

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-8 - Examining Synergistic Relationships Among Self-Regulated Learning and Motivational Variables

Abstract

This study investigated motivational influences on SRL, focusing on relationship between social goals and SRL in math. The research was conducted in a collectivistic culture: China. Eleventh graders (N=274) responded to a questionnaire on mastery goals, performance goals, social goals, and use of SRL strategies. The results demonstrated that social goals predicted the use of cognitive strategies, but not self-regulation. It is unexpected that social goals (Social-Oriented Achievement Motivation, social approval) were negatively correlated with math achievement. Mastery goals and SRL strategies yielded positive correlations with math achievement. Self-regulation not cognitive strategies, acted as the only significant mediator for motivational variables and math achievement.

Authors

• Jing Wang, The University of Hong Kong

• Jingyan Lu, The University of Hong Kong