%0 Journal Article %1 PintrichDeGroot1990.20140805 %A Pintrich, Paul R. %A Groot, Elizabeth V. de %D 1990 %J Journal of Educational Psychology %K Motivation %P 33--40 %T Motivational and Self-Regulated Learning Components of Classroom Academic Performance %V 82 %X A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.

@article{PintrichDeGroot1990.20140805, abstract = {A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.}, added-at = {2014-08-05T11:49:56.000+0200}, author = {Pintrich, Paul R. and Groot, Elizabeth V. de}, biburl = {https://www.bibsonomy.org/bibtex/21e71e6e3bbc5d8a897110b7f0cdb3b44/agism-group}, interhash = {077c2ba786fdb9e5d555d5841a8c2ebd}, intrahash = {1e71e6e3bbc5d8a897110b7f0cdb3b44}, issn = {0022-0663}, journal = {Journal of Educational Psychology}, keywords = {Motivation}, pages = {33--40}, timestamp = {2014-08-05T12:01:49.000+0200}, title = {Motivational and Self-Regulated Learning Components of Classroom Academic Performance}, volume = 82, year = 1990 }