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Poster

The impact of meta-cognitive strategy instruction on intrinsic motivation - Focus on lesson induction and goal setting -

[Speaker] Akasaka, Kosuke:1
1:Sagami Women's University Senior High School (Japan)

This study examined the impact of meta-cognitive strategies (lesson induction and goal setting) instruction on learning motivation. Participants were 61 high school students. The participants were divided into two groups, the lesson induction and goal setting groups (n=30), and only the goal setting group (n= 31). The results showed that the combination of lesson induction and goal setting led to more intrinsic motivation than only when the strategy of goal setting was used. Moreover, students who were high in mastery goals were more intrinsically motivated by the combination of lesson induction and goal setting. These findings suggest that the strategy of lesson induction can only be used effectively by students who were high in mastery goals. And the effective use of lesson induction can lead to more intrinsic motivation.
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