The Relationships Among Students' Future-Oriented Goals and Subgoals, Perceived Task Instrumentality, and Task-Oriented Self-Regulation Strategies in an Academic Environment
Abstract
The authors performed path analysis, followed by a bootstrap procedure, to test the predictions of a model explaining the relationships among students' distal future goals (both extrinsic and intrinsic), their adoption of a middle-range subgoal, their perceptions of task instrumentality, and their proximal task-oriented self-regulation strategies. The model was based on R. B. Miller and S. J. Brickman's (2004) conceptualization of future-oriented motivation and self-regulation, which draws primarily from social-cognitive and self-determination theories. Participants were 421 college students who completed a questionnaire that included scales measuring the 5 variables of interest. Data supported the model, suggesting that students' distal future goals (intrinsic future goals in particular) may be related to their middle-range college graduation subgoal, to their perceptions of task instrumentality, and to their adoption of proximal task-oriented self-regulation strategies. © 2008 American Psychological Association.
Publication Title
Journal of Educational Psychology
Recommended Citation
Tabachnick, S., Miller, R., & Relyea, G. (2008). The Relationships Among Students' Future-Oriented Goals and Subgoals, Perceived Task Instrumentality, and Task-Oriented Self-Regulation Strategies in an Academic Environment. Journal of Educational Psychology, 100 (3), 629-642. https://doi.org/10.1037/0022-0663.100.3.629
