International journal of psychology : Journal international de psychologie
-
The contextual differences in the patterns of relations among various motivational, cognitive, and metacognitive components of self-regulated learning and performance in two key curriculum subject areas, language and mathematics, were examined in a sample of 263 Greek primary school children of fifth- and sixth-grade classrooms. Age and gender differences were also investigated. Students were asked to complete the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990 ), which comprised five factors: (a) Self-efficacy, (b) Intrinsic Value, (c) Test Anxiety, (d) Cognitive Strategy Use, and (e) Self-regulation Strategies. ⋯ De hecho, la auto eficacia predijo de manera más significativa no sólo el desempeño, sino también el uso de la estrategia cognitiva y reguladora. No hubo diferencias de género respecto a la motivación y al uso de la estrategia, aunque se encontró que la motivación varía principalmente con la edad. Se discute la utilidad de estos hallazgos para aclarar los referentes motivacionales y meta cognitivos y promover ideas para investigaciones futuras.