Achievement goals affect metacognitive judgments

Ikeda, K., Yue, C., L., Murayama, K. and Castel, A., D. (2016) Achievement goals affect metacognitive judgments. Motivation Science, 2 (4). pp. 199-219. ISSN 2333-8121 doi: 10.1037/mot0000047

Abstract/Summary

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/68681
Item Type	Article
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology Life Sciences > School of Psychology and Clinical Language Sciences > Language and Cognition
Publisher	American Psychological Association
Publisher Statement	This article may not exactly replicate the final version published in the APA journal. It is not the copy of record
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