Abstract:
This paper reports on a study which examined the relationship of two motivational constructs, namely attributional beliefs and goal orientations, strategic learning and school achievement in Primary 6 students in Singapore. A total sample of 6,494 Grade 6 students from 53 primary schools participated in the study. These students came from three ability streams, including classes for high achieving (EMI), average (EM2) and low-achieving (EM3) students. Students' attributional beliefs were assessed using the Causal Attribution Scale (Chan, 1994) and their goal orientations were assessed using the Goal Orientation Questionnaire (adapted from Nicholls, Patashnick & Nolen [1985]). The Self-Regulated Learning Strategies Scale (Youlden & Chan, 1994) provided measures of students' knowledge and reported use of strategies for learning and studying. School achievement was calculated from the English and mathematics scores in the Primary School Learning Examination conducted by the Ministry of Education, Singapore.
Students from the three ability streams were compared on attributional beliefs, goal orientations, as well as knowledge and reported use of self-regulated learning strategies, using separate MANOVA's. Further, the patterns of influence of motivation and strategic learning on achievement for students in the three ability streams were compared, using hierarchical regression analyses and path analyses. Results are discussed in relation to findings from Australian studies and implications for instruction.
Students from the three ability streams were compared on attributional beliefs, goal orientations, as well as knowledge and reported use of self-regulated learning strategies, using separate MANOVA's. Further, the patterns of influence of motivation and strategic learning on achievement for students in the three ability streams were compared, using hierarchical regression analyses and path analyses. Results are discussed in relation to findings from Australian studies and implications for instruction.