Modeling the Concurrent Changes in Utility Value of Education, Metacognitive Strategy Use, and Academic Achievement

• In Event: Poster Session 15
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

The aim of this study was to examine how the utility value (UV) of schooling (whether it helps students achieve intrinsic goals or extrinsic goals) was associated with metacognitive strategy use and academic achievement. Addressing the shortcomings of the existing literature which has been hampered by cross-sectional designs and small sample sizes, we recruited 6667 students from 16 secondary schools in Hong Kong. Variables were measured three times with each assessment one year apart. Relationships among the concurrent trajectories of the key variables were examined. Results of the dynamic growth modeling showed that UV for intrinsic goals and meta-cognitive strategy use positively predicted English achievement. Change in English achievement was mostly independent of UV and metacognitive strategy. Implications are discussed.

Authors

• Yuyang Cai

• Ronnel Bornasal King, The Hong Kong Institute of Education

• Dennis M. McInerney, Australian Catholic University