1. 指導教授：Chen, Ming-Puu 報 告 者：Chen, Wan-Yi 報告日期：2007.10.23
Cognition in context: Students’ perceptions of classroom goal structures and reported cognitive strategy use in the college classroom
指導教授：Chen, Ming-Puu
報 告 者：Chen, Wan-Yi
報告日期：
認知情境脈絡：學習者感知教室內的目標＆教室中認知策略的運用
Lyke, J. A., & Kelaher-Young, A. J. (2006). Cognition in context: Students’ perceptions of classroom goal structures and reported cognitive strategy use in the college classroom. Research in High Education, 47(4),

2. Introduction
Many factors come into play with regards to substantive engagement ex. motivational beliefs、metacognitive、contextual factors
Cognitive strategies directly influence outcomes for student learning
Both personal and contextual factors influence students’ use of various cognitive strategies

3. Personal factors: Motivation
Goal orientation does appear to significantly influence learning processes and outcomes in undergraduates
Students with an intrinsic goal orientation tend to value cognitive processing strategies that require a deeper level of encoding than students with an extrinsic goal orientation
Extrinsically motivated students are more likely to use more surface-level processing strategies

4. Context factors: Classroom goal structures
Students may adjust their cognitive strategies to match their perceptions of what the environment requires
Students may perceive their instructors as primarily focused on the learning process, or focused on the learning outcome
Classroom environment may therefore have significant effects on their cognitive strategies and may also influence their goal orientation

5. Research questions
What is the relation between goal orientation and reported cognitive strategy use?
What is the relation between goal orientation and perceptions of the classroom goal structure?
What is the relation between classroom goal structure and reported cognitive strategy use?

6. Method Participants Measures Procedure
Participants were 322 undergraduate students enrolled in four sections of a Human Development course
Measures
The Patterns of Adaptive Learning Survey (PALS)
包含前測及後測
Procedure
依前測內在導向及外在導向之得分，分為高、中、低三組

7. Results goal orientations and cognitive strategies
Results indicated a significant main effect for the relationship between participants’ pretest intrinsic goal orientation and their posttest use of deep cognitive strategies
The main effect for students’ pretest extrinsic goal orientation and their posttest use of deep cognitive strategies approached but did not achieve significance
Results indicated a significant main effect for the relationship between students’ pretest extrinsic goal orientation and their posttest use of rehearsal

8. Results goal orientations and classroom structure
Intrinsic goal orientation was significantly positively correlated with perception of the classroom as task structured
Extrinsic goal orientation was significantly positively correlated with perception of the classroom as performance structured

9. Results classroom structure and cognitive strategies
Students’ perceptions of their classroom’s task structure were significantly positively correlated with their cognitive strategies
Students’ perceptions of their classroom as performance structured were not significantly correlated with use of cognitive strategies

10. Discussion
Student goal orientation, perceived class structure, and cognitive strategy use are indeed interrelated for undergraduates
Student motivation and performance is influenced by multiple factors including personal and contextual factors

11. 感謝大家的聆聽