Reasons for Studying: Motivational Orientations and Study Strategies

Abstract This study explored the relationship among (a) individual differences in three motivational or goal orientations and (b) valuing and use of study strategies by eighth graders reading expository passages. Task orientation (the goal of learning or understanding for its own sake) was positively correlated with both perceived value and use of strategies requiring deep processing of information. To a lesser degree, task orientation correlated with valuing and use of strategies requiring only surface-level processing. Ego orientation (the goal of demonstrating high ability relative to others) was positively related to use and perceived value of surface-level strategies only. Work avoidance (academic alienation) was negatively related to use and valuing of both kinds of strategies. A path analysis indicated that task orientation, more than perceived ability or knowledge of the value of deep-processing strategies, predicts the spontaneous use of these strategies. That the prediction held over an interval of 4 to 6 weeks suggests the importance of individual differences in motivational orientation. The findings are discussed in terms of their implications for strategy training and teaching practice.