Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/617
Title: | The Role of Social-academic Goals in Chinese Students’ Self-regulated Learning |
Authors: | Wang, Jing Liu, Kun Ma, Guanzhong |
Issue Date: | Jul-2018 |
Publisher: | International Society of the Learning Sciences, Inc. [ISLS]. |
Citation: | Wang, J., Liu, K., & Ma, G. (2018). The Role of Social-academic Goals in Chinese Students’ Self-regulated Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences. |
Abstract: | Social-academic goals play an important yet unexamined role in self-regulated learning (SRL). Focusing on 11th-grade students from China, this study showed that parent-oriented goals were strongly associated with performance-avoidance goals while social status goals were strongly associated with mastery goals. Students’ parent-oriented goals had a direct effect on SRL strategy use, while social status goals had an indirect effect on SRL strategy use through mastery goals. |
URI: | https://doi.dx.org/10.22318/cscl2018.1351 https://repository.isls.org//handle/1/617 |
Appears in Collections: | ICLS 2018 |
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