Young Adolescents' Motivational Processes and Use of Learning Strategies with Expository Text

Abstract

This study examined the relationships among young adolescents' (n = 226) motivational processes (i.e., self-efficacy, intrinsic value, and goal orientation) and their use of cognitive and self-regulating strategies with expository text. It examined the relationships among these variables and students' classroom and standardized achievement. Data sources included a researcher-designed questionnaire and existing school records. Three structural equation models were specified and tested using Linear Structural Relations (LISREL.) The results indicated that performance and mastery orientation predict students' use of cognitive strategies. The results also indicated that young adolescents' intrinsic value, but not their self-efficacy, predicts their use of cognitive and self-regulating strategies; and their self-efficacy, but not their intrinsic value, predicts their classroom achievement. Furthermore, the results indicated that self-regulating strategy use acts as a mediator between cognitive strategy use and classroom achievement.