The Contribution of Motivational Beliefs to Students’ Metacognitive Strategy Use

Abstract

This study aimed at investigating how well elementary students’ self-efficacy and achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) predict their metacognitive strategy use in science. For the specified purpose, Achievement Goal Questionnaire and Motivated Strategies for Learning Questionnaire were administered to 115 elementary school students. Results showed that the elementary students who feel self-efficacious in science and study for the reasons of learning and understanding (mastery approach goals) the course material tend to use metacognitive strategies at higher levels. In line with the findings, specific suggestions were made for science teachers to help development of adaptive motivational beliefs and effective strategy use.