Effects of Using a Study Diary on Learners' Motivational Profiles and Metacognition

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Investigations Into Self-Regulation of Learning and Related Constructs

Abstract

Setting goals is essential to the regulatory process of learning. Research cites strong associations between setting goals and motivational factors such as self-efficacy, achievement goal orientations, and interest and highlights impact of setting goals on metacognition. Goal setting interventions have shown positive effects on motivation, and metacognitive awareness.
We used a person-centered approach to identify motivational profiles of 87 undergraduates on measures of self-efficacy, goal orientations and interest prior to and post a 4-week goal setting intervention in a regular class. Findings reveal the intervention reduced the number of profiles from four (pre) to three profiles (post). The study examines the shift in motivational profiles after the intervention. And it also investigates the relationship between metacognition and the identified profiles.

Authors

• Zahia Marzouk, Kwantlen Polytechnic University

• Mladen Rakovic, Monash University, Australia

• Philip H. Winne, Simon Fraser University