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A model of metacognition, achievement goal orientation, learning style and self-efficacy

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Abstract

Structural equation modelling was used to test a model integrating achievement goal orientation, learning style, self-efficacy and metacognition into a single framework that explained and predicted variation in performance. Self-efficacy was the strongest predictor of performance. Metacognition was a weak predictor of performance. Deep processing had a weak, negative relationship with performance. Mastery-approach goals were related to deep-processing and surface-processing learning styles. Mastery-approach and performance-approach goals were positive predictors of self-efficacy. Mastery-avoidance and performance-avoidance goals were related to self-efficacy.

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Acknowledgements

This research is part of Dr. Coutinho’s dissertation work. Many thanks to Brad Sagarin, John Skowronski, Katja Wiemer-Hastings, and Tom Smith for helpful comments on earlier versions of this research.

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Coutinho, S.A., Neuman, G. A model of metacognition, achievement goal orientation, learning style and self-efficacy. Learning Environ Res 11, 131–151 (2008). https://doi.org/10.1007/s10984-008-9042-7

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