engleski

Relations among motivational components of strategic reading in university students

The aim of this study was to explore the relationship between the motivational components of self-regulated learning i.e. value of studying, perceived abilities and perceived effort, goal orientation (mastery, performance and work-avoidance) and perceived use of reading strategies. Two path models were proposed, one with elaboration strategy use and the other with monitoring and regulation strategies as outcome variables. The value of studying and perceived ability, directly and indirectly, through goal orientation and perceived effort, predicted the use of reading strategies. The results showed that value of studying equally affected the use of elaboration and monitoring and regulation strategies, and that this impact was stronger than the impact of perceived ability. Perceived ability had a stronger effect on the use of elaboration strategies than on the use of monitoring and regulation. The mediational effect of mastery orientation on the use of elaboration strategies was also stronger than on the use of monitoring and regulation strategies. Work-avoidance and performance goal orientations affected perceived effort, which predicted the use of monitoring and regulation strategies, and did not predict the use of elaboration strategies.

self-regulation; goal orientation; reading strategies; value of studying; perceived ability

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