Worriers and Procrastinators: Differences in Motivation, Cognitive Engagement, and Achievement between Defensive Pessimists and Self-Handicappers.

Autor/inn/en	Garcia, Teresa; und weitere
Titel	Worriers and Procrastinators: Differences in Motivation, Cognitive Engagement, and Achievement between Defensive Pessimists and Self-Handicappers.
Quelle	(1995), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Affective Behavior; Anxiety; College Students; Defense Mechanisms; Goal Orientation; Higher Education; Learning Strategies; Models; Student Motivation + Suchen Sie Ihr Suchwort? Schulleistung; Affective disturbance; Active behaviour; Affektive Störung; Angst; Collegestudent; Abwehrverhalten; Zielorientierung; Zielvorstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Schulische Motivation
Abstract	The role of affect in self-regulated learning was explored, focusing on the effects of two motivational strategies, defensive pessimism and self-handicapping, on the motivational outlook of college students (n=126), use of learning strategies, and performance. It was found that these strategies, which are used to regulate the affective outcomes related to evaluation, did indeed influence motivation, use of learning strategies, and performance. Students who differed in levels of motivational strategies differed in levels of motivation and in cognitive, metacognitive, and resource management strategies. Results suggest that affect is an important aspect of self-regulated learning and that models of self-regulation need to take affective concerns into account in order to address the complex and multifaceted nature of self-regulated learning. Four tables present study findings. (Contains 31 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC