Skip to main content
SpringerLink
Log in

Why study? How reasons for learning influence strategy selection

  • Published:
Educational Psychology Review Aims and scope Submit manuscript

Abstract

Learners' use of strategies cannot be understood without understanding the nature of their motivation for learning. Using an intentional framework which emphasizes learners' purposes, research in the last 10 years has found that different goals, or different definitions of success and failure, have distinct implications for strategy selection and use. In this review, I describe what we have learned to date about these relationships and suggest how approaches to research on goals and strategies might be broadened.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Alexander, P. A. (1995). Superimposing a situation-specific and domain-specific perspective on an account of self-regulated learning.Educ. Psychol. 30(4): 189–193.

    Google Scholar 

  • Alexander, P. A. (in press). Stages and phases of domain learning: The dynamics of subjectmatter knowledge, strategy knowledge, and motivation. In Weinstein, C. E., and McCombs, B. L. (eds.),Strategic Learning: Skill, Will, and Self-Regulation, Lawrence Erlbaum Associates, Hillsdale, NJ.

  • Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitivemotivational analysis. In Ames, R., and Ames, C. (eds.),Research on Motivation in Education, 1: Student Motivation, Academic, New York, pp. 177–207.

    Google Scholar 

  • Ames, C., and Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes.J. Educ. Psychol. 80: 260–267.

    Google Scholar 

  • Anderman, E. M., and Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects.J. Res. Sci. Teach. 31: 811–831.

    Google Scholar 

  • Asch, S. E. (1952).Social Psychology, Prentice-Hall, Englewood Cliffs.

    Google Scholar 

  • Bandura, A. (1986).Social Foundations of Thought and Action: A Social Cognitive Theory, Prentice-Hall, Englewood Cliffs, NJ.

    Google Scholar 

  • Bandura, A., and Schunk, D. H. (1981). Cultivating competence, self-efficacy, and instrinsic interest through proximal self-motivation.J. Person. Soc. Psychol. 41: 586–598.

    Google Scholar 

  • Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories.Educ. Psychol. 30(4): 195–200.

    Google Scholar 

  • Borkowski, J. S., Weyhing, R. B., and Turner, L. A. (1986). Attributional retraining and the teaching of strategies.Except. Childr. 53: 130–137.

    Google Scholar 

  • Butler, D. L., and Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis.Rev. Educ. Res. 65(65): 245–281.

    Google Scholar 

  • Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance.J. Educ. Psychol. 79: 474–482.

    Google Scholar 

  • Cobb, P., Yackel, E., and Wood, T. (1989). Young children's emotional acts while doing mathematical problem-solving. In McLeod, D. B., and Adams, V. M. (eds.),Affect and Mathematical Problem Solving: A New Perspective, Springer-Verlag, New York.

    Google Scholar 

  • Condry, J., and Chambers, J. (1978). Intrinsic motivation and the process of learning. In Lepper, M. R., and Greene, D. (eds.),The Hidden Costs of Reward: New Perspectives in the Psychology of Human Motivation, Erlbaum, Hillsdale, NJ, pp. 61–84.

    Google Scholar 

  • Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research.Educ. Res. 22(2): 14–22.

    Google Scholar 

  • Corno, L. (1995). Comments on Winne: Analytic and systematic research are both needed.Educ. Psychol. 30(4): 201–206.

    Google Scholar 

  • Craik, F. I., and Lockhart, R. (1972). Levels of processing: A framework for memory research.J. Verb. Learn. Verb. Behav. 11: 671–684.

    Google Scholar 

  • Crutchfield, R. S. (1962). Conformity and creative thinking. In Gruber, H. E., Terrell, G., and Wertheimer, M. (eds.),Contemporary Approaches to Creative Thinking, Prentice-Hall, Englewood Cliffs, NJ, pp. 120–140.

    Google Scholar 

  • Csikszentmihali, M., and Csikszentmihali, I. S. (eds.). (1988).Optimal Experience: Psychological Studies of Flow in Consciousness, Cambridge University Press, Cambridge.

    Google Scholar 

  • Csikszentmihalyi, M., and Larson, R. (1984).Being Adolescent: Conflict and Growth in the Teenage Years, Basic Books, New York.

    Google Scholar 

  • Deci, E., and Ryan, R. (1987). The support of autonomy and the control of behavior.J. Person. Soc. Psychol. 53: 1024–1037.

    Google Scholar 

  • Deci, E. L., and Ryan, R. M. (1985).Intrinsic Motivation and Self-Determination in Human Behavior, Plenum, New York.

    Google Scholar 

  • Dweck, C. S. (1985). Intrinsic motivation, perceived control, and self-evaluation maintenance: An achievement goal analysis. In Ames, R., and Ames, C. (eds.),Research on Motivation in Education, 2: The Classroom Milieu, Academic, New York, pp. 289–305.

    Google Scholar 

  • Dweck, C. S. (1986). Motivational processes affecting learning.Am. Psychol. 41: 1040–1048.

    Google Scholar 

  • Dweck, C. S., and Leggett, E. L. (1988). A social-cognitive approach to motivation and personality.Psychol. Rev. 95: 256–273.

    Google Scholar 

  • Elliott, E. S., and Dweck, C. S. (1988). Goals: An approach to motivation and achievement.J. Person. Soc. Psychol. 54: 5–12.

    Google Scholar 

  • Erez, M., and Kanfer, F. (1983). The role of goal acceptance in goal setting and task performance.Acad. Mgmt. Rev. 8: 454–463.

    Google Scholar 

  • Ericsson, K., and Simon, H. (1980). Verbal reports as data.Psychol. Rev. 87: 215–251.

    Google Scholar 

  • Flavell, J. H. (1981). Cognitive monitoring. In Dickson, W. P. (ed.),Children's Oral Communication Skills, Academic Press, New York, pp. 35–60.

    Google Scholar 

  • Fordham, S., and Ogbu, J. U. (1986). Black students', school success: Coping with the “burden of ‘acting white’”.Urban Rev. 18: 176–206.

    Google Scholar 

  • Graham, S., and Barker, G. P. (1990). The down side of help: An atributional-developmental analysis of helping behavior as a low-ability cue.J. Educ. Psychol. 82: 7–14.

    Google Scholar 

  • Graham, S., and Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing.J. Educ. Psychol. 83: 187–194.

    Google Scholar 

  • Heyman, G. D., and Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation.Motiv. Emot. 16(3): 231–247.

    Google Scholar 

  • Jagacinski, C., and Nicholls, J. G. (1987). Competence and affect in task involvement and ego involvement: The impact of social comparison information.J. Educ. Psychol. 79: 107–114.

    Google Scholar 

  • Johnson, D. S., and Kanfer, R. (1992). Goal-performance relations: The effects of initial task complexity and task practice.Motiv. Emot. 16: 117–141.

    Google Scholar 

  • Kanfer, R., and Ackerman, P. L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition [Monograph].J. Appl. Psychol. 74: 657–690.

    Google Scholar 

  • Kanfer, R., Ackerman, P. L., Murtha, T. C., Dugdale, B., and Nelson, L. (1994). Goal setting, conditions of practice, and task performance: A resource allocation perspective.J. Appl. Psychol. 79: 826–835.

    Google Scholar 

  • Lee, O., and Anderson, C. W. (1993). Task engagement and conceptual change in middle school science classrooms.Am. Educ. Res. J. 30: 585–610.

    Google Scholar 

  • Locke, E. A., and Latham, G. P. (1990).A Theory of Goal-Setting and Task Performance, Prentice-Hall, Englewood Cliffs, NJ.

    Google Scholar 

  • Maehr, M. L. (1983). On doing well in science: Why Johnny no longer excells; Why Sarah never did. In Paris, S. G., Olson, G. M., and Stevenson, H. W. (eds.),Learning and Motivation in the Classroom, Lawrence Erlbaum, Hillsdale, NJ, pp. 179–210.

    Google Scholar 

  • Marshall, H. H. (Fall, 1993). How can we respect cultural differences?Counsel. Hum. Devel. Newslett. 12: 4.

    Google Scholar 

  • Marx, R. (1983). Student perception in classrooms.Educ. Psychol. 18: 145–164.

    Google Scholar 

  • Meece, J. L., Blumenfeld, P. C., and Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities.J. Educ. Psychol. 80: 514–523.

    Google Scholar 

  • Meece, J. L., and Holt, K. (1993). A pattern analysis of students' achievement goals.J. Educ. Psychol. 85: 582–590.

    Google Scholar 

  • Midgley, C., Maehr, M. L., and Urdan, T. (1993).Manual for the Patterns of Adaptive Learning Survey, University of Michigan, Ann Arbor.

    Google Scholar 

  • Miller, R. B., Behrens, J. T., Greene, B. A., and Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence.Contemp. Educ. Psychol. 18: 2–14.

    Google Scholar 

  • Nelson-LeGall, S., and Jones, E. (1990). Cognitive-motivational influences on the task-related help-seeking behavior of Black children.Child Devel. 61: 581–589.

    Google Scholar 

  • Newman, R. S. (1990). Children's help-seeking in the classroom: The role of motivational factors and attitudes.J. Educ. Psychol. 82: 71–80.

    Google Scholar 

  • Newman, R. S., and Goldin, L. (1990). Children's reluctance to seek help with schoolwork.J. Educ. Psychol. 82: 92–100.

    Google Scholar 

  • Newman, R. S., and Schwager, M. T. (1995). Students' helpseeking during problem-solving: Effects of grade, goal, and prior achievement.Am. Educ. Res. J. 32: 352–376.

    Google Scholar 

  • Nicholls, J. G. (1979). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability.Child Devel. 49: 800–814.

    Google Scholar 

  • Nicholls, J. G. (1984a). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.Psychol. Rev. 91: 328–346.

    Google Scholar 

  • Nicholls, J. G. (1984b). Conceptions of ability and achievement motivation. In Ames, R. E. A. C. (ed.),Research on Motivation in Education, Vol. 1: Student Motivation, Academic Press, New York.

    Google Scholar 

  • Nicholls, J. G. (1989).The Competitive Ethos and Democratic Education, Harvard University Press, Cambridge, MA.

    Google Scholar 

  • Nicholls, J. G. (1992). Students as educational theorists. In Schunk, D., and Meece, J. L. (eds.),Student Perception in the Classroom, Erlbaum, Hillsdale, NJ.

    Google Scholar 

  • Nicholls, J. G., and Hazzard, S. (1993).Education as Adventure: Lessons from the Second Grade, Teachers College Press, New York.

    Google Scholar 

  • Nicholls, J. G., Patashnick, M., and Nolen, S. B. (1985). Adolescents' theories of education.J. Educ. Psychol. 77: 683–692.

    Google Scholar 

  • Nicholls, J. G., Cheung, P. C., Lauer, J., and Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values.Learn. Indiv. Diff. 1: 63–84.

    Google Scholar 

  • Nicholls, J. G., Cobb, P., Yackel, E., Wood, T., and Wheatley, G. (1990). Students' theories about mathematics and their mathematical knowledge: Multiple dimensions of assessment. In Kulm, G. (ed.),Assessing Higher-Order Thinking in Mathematics: American Association for the Advancement of Science.

  • Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies.Cognit. Instr. 5: 269–287.

    Google Scholar 

  • Nolen, S. B. (1995). Effects of a visible author in statistical texts.J. Educ. Psychol. 87: 47–65.

    Google Scholar 

  • Nolen, S. B., and Haladyna, T. M. (1990a). Motivation and studying in high school science.J. Res. Sci. Teach. 27: 115–126.

    Google Scholar 

  • Nolen, S. B., and Haladyna, T. M. (1990b). Personal and environmental influences on students' beliefs about effective study strategies.Contemp. Educ. Psychol. 15: 116–130.

    Google Scholar 

  • Nolen, S. B., and Haladyna, T. M. (1990c). A construct validation of measures of students' study strategy beliefs and perceptions of teacher goals.Educ. Psychol. Measure. 50: 191–202.

    Google Scholar 

  • Nolen, S. B., Johnson-Crowley, N., and Wineburg, S. S. (1994). Who is this “I” person, anyway? The presence of a visible author in statistical text. In Garner, R., and Alexander, P. A. (eds.),Beliefs About Text and Instruction with Text, Erlbaum, Hillsdale, NJ.

    Google Scholar 

  • Paris, S. G., and Cross, D. (1983). Ordinary learning: Pragmatic connections among children's beliefs, motives and actions. In Bsanz, J., Bisanz, G., and Kail, R. (eds.),Learning in Children, Springer-Verlag, New York, pp. 137–169.

    Google Scholar 

  • Paris, S. G., Cross, D. R., and Lipson, M. (1984). Informed strategies for learning: A program to improve children's reading awareness and comprehension.J. Educ. Psychol. 76: 1239–1252.

    Google Scholar 

  • Posner, G. (1982). A cognitive science conception of curriculum and instruction.J. Curr. Stud. 14: 343–351.

    Google Scholar 

  • Renshaw, P., and Asher, S. (1983). Children's goals and strategies for social interaction.Merrill-Palmer Quart. 29: 353–374.

    Google Scholar 

  • Rigby, C. S., Deci, E. L., Patrick, B. C., and Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: self-determination in motivation and learning.Motiv. Emot. 16: 165–185.

    Google Scholar 

  • Schiefele, U. (Fall, 1993). Have we really answered the questions we've posed?Counsel. Hum. Devel. Newslett. 12: 3–4.

    Google Scholar 

  • Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In Zimmerman, D. H. S. B. J. (ed.),Self-Regulation of Learning and Performance: Issues and Educational Applications, Lawrence Erlbaum, Hillsdale, NJ, pp. 75–99.

    Google Scholar 

  • Schunk, D. H., and Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students.J. Educ. Psychol. 78: 201–209.

    Google Scholar 

  • Schunk, D. H., and Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement.Contemp. Educ. Psychol. 18: 337–354.

    Google Scholar 

  • Spence, J. T., and Helmreich, R. L. (1983). Achievement-related motives and behaviors. In Spence, J. T. (ed.),Achievement and Achievement Motives, Freeman, San Francisco, pp. 7–74.

    Google Scholar 

  • Taylor, C., and Nolen, S. B. (in press). A contextualized approach to teaching teachers about classroom-based assessment.Educ. Psychol.

  • Thorkildsen, T. A. (1988). Theories of education among academically able adolescents.Contemp. Educ. Psychol. 13(4): 323–330.

    Google Scholar 

  • Urdan, T. C., and Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals.Rev. Educ. Res. 65(3): 213–244.

    Google Scholar 

  • Weiner, B. (1992).Human Motivation: Metaphors, Theories, Research. Sage, Newbury Park, CA.

    Google Scholar 

  • Wentzel, K. R. (1991a). Relations between social competence and academic achievement in early adolescence.Child Devel. 62(5): 1066–1078.

    Google Scholar 

  • Wentzel, K. R. (1991b). Social competence at school: Relation between social responsibility and academic achievement.Rev. Educ. Res. 61: 1–24.

    Google Scholar 

  • Wentzel, K. R. (1993, Fall). Where does motivation come from?Counsel. Hum. Devel. Newslett. 12: 2–3.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Washington, 322 Mller Hall, Box 353600, 98195-3500, Seattle, Washington, USA

    Susan Bobbitt Nolen

Authors
  1. Susan Bobbitt Nolen
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Nolen, S.B. Why study? How reasons for learning influence strategy selection. Educ Psychol Rev 8, 335–355 (1996). https://doi.org/10.1007/BF01463938

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF01463938

Key words

Search

Navigation