The relationships among students' future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment

• Autores: Sharon E. Tabachnick, Raymond B. Miller, George E. Relyea
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 3, 2008, págs. 629-642
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The authors performed path analysis, followed by a bootstrap procedure, to test the predictions of a model explaining the relationships among students' distal future goals (both extrinsic and intrinsic), their adoption of a middle-range subgoal, their perceptions of task instrumentality, and their proximal task-oriented self-regulation strategies. The model was based on R. B. Miller and S. J. Brickman's (2004) conceptualization of future-oriented motivation and self-regulation, which draws primarily from social-cognitive and self-determination theories. Participants were 421 college students who completed a questionnaire that included scales measuring the 5 variables of interest. Data supported the model, suggesting that students' distal future goals (intrinsic future goals in particular) may be related to their middle-range college graduation subgoal, to their perceptions of task instrumentality, and to their adoption of proximal task-oriented self-regulation strategies.