The Influence Of Achievement Goal Orientation, Self-efficacy And Materials Types On Metamemory Monitoring And Control

Metamemory plays an important role in study. Modern cognitive learning theories believe that the acquisition of knowledge and skill is not only a cognitive process to identify, process and comprehend, but also a metacognitive process to monitor, control and regulate. Therefore, whether the self-regulation and memory monitoring are effective or not become a key factor to acquire knowledge and technical ability. Metamemory monitor the process of students, control their thoughts and behavior in order to obtain the knowledge and skill. In this process, the learner can not only comprehend, evaluate, monitor and regulate the whole study activities, but also can understand, evaluate and regulate other factors such as cognitive and non-cognitive factors of mental construction.Metamemory monitoring and control plays a very important role in the process of individuals memory. It makes the learner manage their memory activities automatically and independently. Thus, activeness is its most important characteristices. The research about metamemory discovered that motive factors influenced individual metamemory monitoring and control. So we can calculate from the conclusion, as the important motive power, achievement goal and self-efficacy may exist a certain connection with metamemory monitoring and control.Therefore, this experiment used RJR paradigm. Experimental design is 2 x 2 x 2 mix design to measure the influence of achievement goal orientation, self-efficacy and material type on metamemory monitoring and control. The results showed that: 1. Achievement goal orientation had prominent influence on metamemory monitoring and control: the subjects with mastery goals orientation had higher magnitudes and accuracy of metamemory monitoring than those of subjects with performance goals orientation; the subjects with mastery goals orientation allocated more studytime on the meaningless materials than those of subjects with performance goals orientation. 2.Self-efficacy had prominent influence on metamemory monitoring and control: the subjects with high self-efficacy had higher magnitudes and accuracy of metamemory monitoring than those of subjects with low self-efficacy; the subjects with highself-efficacy allocated more studytime on the meaningless materials than those of the subjects with low self-efficacy.3. Achievement goal orientation and self-efficacy had interactive influence on metamemory monitoring: whether on the high self-efficacy level or on the low self-efficacy level, the subjects with mastery goal orientation had higher magnitudes and accuracy of metamemory monitoring than those of subjects with performance goal orientation.4. Achievement goal orientation and self-efficacy had different interactive influence on metamemory control: on the level of high self-efficacy, the subjects with mastery goal orientation allocated more studytime on the meaningless materials than those of the subjects with performance goal orientation; there is no significant difference on the low self-efficacy level.5. The material types had prominent influence on metamemory monitoring and control: the subjects' metamemory judgments were affected by the difficult of materials. Both magnitude and accuracy of metamemory monitoring on the meaningful word-pairs were higher than on the meaningless ones; subjects allocated more studytime on the meaningless materials than the meaningful ones.6. Achievement goal orientation had influence on the magnitude and accuracy of metamemory monitoring via self-efficacy.