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• W60613650 abstract "The relationships among the use of self-regulated learning strategies and two important cognitive motivational factors, expectancy of success and task value, were studied using hierarchical regression analysis. Since there are differences in self-regulated strategy use according to level of test anxiety, test anxiety was used as a control variable. In addition, multi-dimensional measures of self-regulated strategy use served as a multivariate dependent variable since effective self-regulation involves all three aspects of cognitive strategy use, metacognitive self-regulation, and resource management. It was hypothesized that: (1) students with a higher level of test anxiety would engage in less self-regulated strategy use than those with lower levels of test anxiety; (2) students who valued academic situations more would engage in greater self-regulated strategy use after test anxiety was held constant; and (3) students with a higher expectation of success will engage in greater levels of self-regulated strategy use after test anxiety and task value were held constant. Results from 88 undergraduates and 2 graduate students show that test anxiety explains a significant amount of variation in the set of the 3 dependent variables, although an examination of the univariate tests shows that test anxiety is only significantly related to resource management. Task value also explains a significant amount of variation in the three dependent variables after test anxiety is held constant. However, task value masks the effects of expectancy of success, so it shows no significant relationship to the multivariate set of dependent variables until it is entered before task value. Adding expectancy of success to the equation first, however, does not take away from the contribution that task value makes to the explanation of variation in the self-regulated strategy use set. An appendix gives the regression weights. (Contains 10 tables and 28 references.) (Author/SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Cognitive Strategy Use 1 Running head: COGNITIVE STRATEGY USE Factors Underlying Cognitive Strategy Use Carol M. VanZile-Tamsen State University of West Georgia Paper Presented at the Annual Meeting of the Eastern Educational Research Association, Tampa, FL February 24-27, 1998 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUC TIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position cr policy. 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY CO.< in Vetva (.e Tetryx5..01 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) PS" @default.
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• W60613650 date "1998-02-01" @default.
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• W60613650 title "Factors Underlying Cognitive Strategy Use." @default.
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