This exploratory study was designed to establish a foundation for understanding the relationship between college students’ epistemic fluency, the need (self-concordance); want (self-determination); and ability (self-efficacy) to think about their learning; their regulatory mode orientation (locomotion versus assessment), and their academic goals. A novel instrument measuring both epistemic fluency and regulatory mode orientation was constructed for this purpose.
Self-efficacy may be the most important element of epistemic fluency as well as the most important moderating factor in goal pursuit. Assessment, a mode of regulatory orientation, and goal activity are inextricably linked. Goal activity may be a metacognitive byproduct of regulatory mode orientation. The differential expression of epistemic fluency and regulatory mode orientation was observable through participant identified academic goals. Personal characteristics such as self-identified racial or gender identity were important moderators in the expression of both epistemic fluency and regulatory mode orientation. Minority or female students had higher factor scores. The extent to which a goal signals intrinsic motivation (value) governs the dynamic allocation of self-regulatory resources more so than the differential time horizons of goals
|Advisor:||Thompson, Glenn E.|
|Commitee:||Mattern, Janet A., Semich, George W.|
|School:||Frostburg State University|
|School Location:||United States -- Maryland|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Social psychology, Cognitive psychology, Higher education|
|Keywords:||Academic goal pursuit, Epistemic fluency, Higher education, Motivated cognition, Regulatory mode orientation, Self-regulation|
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