Student goal orientation and interest: Effects on students' use of self-regulated learning strategies

This study examined how goal orientation and interest together affected stu dents' use of learning strategies. Ninety-three Grade Il students participa ted in this study. This study was a 2 X 2 between-groups factorial using a post-test-only control group design. There were two independent variables, Goal orientation and Interest. There were three dependent variables: Total Main Ideas, Use of Other Cognitive Strategies, and Metacognition. Then were significant main effects for Interest and Goal Orientation on the main-ide a selection measure: high-interest students selected more main ideas than l ow-interest students, and rewarded students outperformed learning goal-orie nted students. There was a main effect fur Interest on Metacognition: high- interest students reported using more metacognitive strategies than low-int erest students. Interpretation of these results is discussed from a theoret ical perspective and practical applications are offered as well. (C) 2001 A cademic Press.