文章基本信息

标题：Mastery, Maladaptive Learning Behaviour, and Academic Achievement: An Intervention Approach
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作者：John Ranellucci ; Nathan Hall ; Krista Muis 等
期刊名称：Canadian Journal of Education
印刷版ISSN：0380-2361
出版年度：2017
卷号：40
期号：4
页码：704-738
语种：English
出版社：Canadian Society for the Study of Education
摘要：The effects of three interventions designed to boost academic achievement among mastery-oriented students were evaluated on interest-based studying, social desirability, and perceived goal difficulty. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and the end of the semester and were randomly assigned to one of three brief, web-based intervention conditions or a control condition. Multiple regression analyses showed the intervention conditions to consistently predict lower levels of interest-based studying, with these effects moderated by students’ prior achievement and mastery-approach goals. Qualitative analyses provide insight into the motivationally relevant processes elicited by the interventions.
关键词：education studies;educational psychology;educational research;motivation; study skills