The Influence Of Classroom Achievement Goal Orientation And Task Difficulty On Metacognitive Monitoring Of Students With Different Grade

Metacognitive monitoring puts metacognitive strategy into practices and embodies the level of metacognition. Thus, metacognitive monitoring has direct influenceala on study. Furthermore, metacognitive monitoring can be applied to many activities of problem solving. So, compared to some idiographic strategies, metacognitive strategy is more important to students' study. But, the current metacognitive education mostly focuses on the training of cognitive and metacognitive strategy and ignores to enhance the metacognitive monitoring under idiographic situations. Some studies pointed that influenced by the on-line motivation, students who mastered some strategies couldn't use corresponding metacognitive monitoring. So, it is necessary to manifest the study situation to inspire the on-line motivation and then to enhance metacognitive monitoring.The situation involves social environment and task. To students, classroom achievement goal orientation is the most important characteristic of social environment that may influence on on-line motivation and metacognitive monitoring via the influence on personal achievement goal orientation based on some studies. Some studies considered that task difficulty which had no direct influence on on-line motivation may influenced on online motivation via the interaction with classroom achievement goal orientation. All of those are required to be approved and discussed.Some studies indicated that on-line motivation was also influenced by personal characteristics. In current schools, students with high grade and low grade are two notable groups. So, it is helpful to compare the situational influence on them for pertinently promoting metacognitive monitoring of students.Based on these, the present study has mostly examined the influence classroom achievement goal orientation and task difficulty had on metacognitive monitoring via online motivation and compared the difference of these influences between students with different grade.The present study has adopted completely random experiment. Four classrooms from senior high school were randomly taken out. There were 225 adolescents included 217 available subjects. Metacognitive strategy and on-line motivation were measured via questionnaires and metacognitive monitoring was measured via manipulation of activity for its objectivity.Data was processed with SPSS 10.0. The main findings from the present study are as follows:1.Classroom achievement goal orientation and task difficulty all have prominent influence on metacognitive monitoring: Students who under the circumstance of classroom mastery goal orientation use more metacognitive monitoring than those who under the circumstance of classroom performence goal orientation. Students who undertake difficult task use more metacognitive monitoring than those who undertake easy task.2.Classroom achievement goal orientation and task difficulty have interactive influence on metacognitive monitoring: Under the circumstance of classroom mastery goal orientation, students who undertake difficult task use more metacognitive monitoring than those who undertake easy task. Under the circumstance of classroom performence goal orientation, Students use the same metacognitive monitoring whether undertake difficult or easy task.3.Classroom achievement goal orientation has equal influence on students with different grade: In spite of their grade, students who under the circumstance of classroom mastery goal orientation all use more metacognitive monitoring than those who under the circumstance of classroom performence goal orientation.4.Task difficulty has different influence on metacognitive monitoring of students with different grade: Students with high grade who undertake difficult task use more metacognitive monitoring than those who und6rtake easy task. Students with low grade use the same metacognitive monitoring whether undertake difficult or easy task.5.Classroom achievement goal orientation and task difficulty have different interactive influence on metacognitive mo...