Essay - Learning Process Performance Approach, Performance Avoidance and Depth of Information...

Learning Process

Performance Approach, Performance Avoidance and Depth of Information *****ing: A fresh look at relations between students' academic motivation and cognition." By Katrina L. Baker, Dennis M. *****cInerney, and Martin Dowson

1. Introduction a. The article written by Katrina L. Baker, Dennis M. McIernerny, ***** Martin Dowson, concerns ********** states and the processing levels which those states influence. ***** authors hypothesize that an individual's motivational state has a significant influence on both cognitive processing and attention development.

b. The authors provided more than enough adequate background for the formation of their hypothesis. ***** article mentions several recent studies on the subject to show empirical evidence for their particular hypothesis ***** c*****clusion. All the in***** which sets up the context of the ***** comes to ***** reader through previous conclusions drawn by several empirical studies. However, there is theoretical evidence used when describing cognitive performance under an achievement goal approach.

2. Method a. There are three test gro*****s and one control group which make up the independent variables. The study separated four *****s and allocated different ***** *****. Forty-seven out of two hundred students were allocated to the performance avoidance treatment group. This variable is between *****s, because the performance avoidance ***** calls on each subject to do better than the others in order not to perform the worst in the group. Fifty-one ***** were allocated to use ***** approach goals. These goals encouraged the students to do better ***** ***** fellow subjects based on their desire to beat out their fellow participants, which *****s it a ***** subject *****dependent *****. ***** was also the mastery goal group, ***** contained fifty-***** students. The control ***** received only instructions ***** no motivational goal. This approach encourages motivation through desire to learn, or master, a subject or goal and thus makes ***** a variable within *****s.

b. The level of processing which each subject group produced ***** asked to answer questions according to the *****al ********** was ***** dependent variable. The success ***** free and cued recall tasks which followed the initial questions were the dependent ***** to the motivational states of each group.

c. Researchers collected this data by asking all groups which c*****ed for either shallow or deep levels of processing. One third ***** questions involved rhyme processing, another third involved category *****, and the rest sentence processing. Data for similar age groups were then combined.

3. Results a. Preliminary results were analyzed through variance ANOVA. Data from the variance ***** ***** analyzed ***** 4 (experiment condition) x 3 (question type). After original analysis, important data was compared through Fisher's least significance difference (LSD) test.

A b.

***** ***** the calculations which showed ***** ***** averages between ***** and recalled percentages. This then affected the percentage rates of the different motivation groups.

c. The findings showed that the performance avoidance students showed higher levels of deep recall than ***** control group. Performance goal students ***** ***** higher ***** of ***** recall than the ***** and ***** *****. Combined results show