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 wor...

Self-deception is a special kind of motivational dominance in belief-formation. We develop criteria which set paradigmatic self-deception apart from related phenomena of auto-manipulation such as pretense and motivational bias. In self-deception rational subjects defend or develop beliefs of high subjective importance in response to strong counter-evidence. Self-deceivers make or keep these bel...

Students do not always use efficient strategies to solve scientific problems. Students’ motivation beliefs were assessed through an on-line survey instrument, along with performance on easy and challenging multimedia science problem sets. Results indicated that female students reported lower self-efficacy and higher concerns about their performance than male students. Students’ initial strategi...

Abstract Previous theorizing suggests there are multiple means by which people regulate their emotions and impulses, but that these strategies vary in the degree to they support goal attainment. Some have proposed proactive (e.g. situation selection, distraction) may be particularly effective, while interventive suppression) less effective. Despite diverging predictions, researchers yet examine...

Rapid increase in information sources in different formats, developments in technology and need for lifelong learning have drawn increased attention to needs for information literacy. Although information literacy is significant for students of all educational levels, it has become even more significant for e-learners. Therefore, this study explores learning strategies and motivational factors ...