The moderating effects of meta-cognition to the relationship between goal orientation and student motivation in the digital generation

| September 27, 2014

Title

The moderating effects of meta-cognition to the relationship  between goal orientation and student motivation in the digital generation

Keywords: Meta-cognition, digital generation, goal orientation, motivation

Anne Camit, Lesil Artista, Siegfred Javelosa and Jude LaTorre

 

Bio

Anne Cruz Camit believes in lifelong learning. After finishing her Masters in Educational Psychology at the University of the Philippines, she held positions involving training and teaching locally and internationally.  Currently, she shares her worldview with students at the Human Resource Management Program of De La Salle-College of St. Benilde.

Lesil E. Artista has been part of the management team of Honda Cars Phils., Inc. for 18 years. Though retired since 2011, she continuously does consultancy work in the field of Human Resources. Currently, she is pursuing Ph.D. in Business Administration while teaching at De La Salle-College of St. Benilde.

Siegfred C. Javelosa, MBA is a seasoned human resource practitioner with extensive experience in the field both locally and internationally.  His dedication to share his craft led to more than a decade of teaching and mentoring students in De La Salle-College of St. Benilde under the Human Resource Management Program.

Atty. Jude Jose Latorre, an alumnus of the University of the Philippines, is engaged in litigation and teaching. He is a Business Law faculty at De La Salle- College of St. Benilde handling legal and academic functions. He also pursues passions like travel, special education, positive psychology and volunteer work.

Abstract

There are considerable studies on goal orientation and motivation in different settings.  However, scant research has been made on the relationship between goal orientation and motivation to students in the digital generation. To contribute to the growing interest in understanding digital natives, we investigated the moderating effects of meta-cognition to the relationship of goal orientation and student motivation. Anchoring the study’s intent to achievement goal theory, we surveyed 483 students in a private college.  Data revealed that goal orientation was said to be positively related to students’ motivation. Moreover, it was found that meta-cognition is positively related to student’s motivation. However, meta-cognition did not moderate the posited relationship between goal orientation and motivation. This study has implications in creating teaching-learning environments highlighting the needs and goals of its digital natives in the classroom to impact motivation. This may involve the use of varying pedagogical techniques conducive to healthier student dispositions related to learning taking into consideration their profiles and skill sets.

See page: 61-87

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Category: Teaching Articles