Browse > Article
http://dx.doi.org/10.19066/cogsci.2020.31.4.002

Effect of Regulatory focus and Theory of Intelligence in the order of learning  

Cho, Hyeseung (Department of Psychology, Ajou University)
Kim, Kyungil (Department of Psychology, Ajou University)
Bae, Jinhee (Department of Psychology, Ajou University)
Publication Information
Korean Journal of Cognitive Science / v.31, no.4, 2020 , pp. 137-154 More about this Journal
Abstract
Psychological properties of learners have influence on learning behaviors in various ways. The purpose of this study was to examine how the goal orientation of learners affected the learning time distribution method. Regulatory focus and theories of intelligence were measured and manipulated in order to differentiate participants' goal-oriented state. Two variables are known to be key variables influencing learner's goal orientation, inducing the approach-avoidance strategy and mastery-performance oriented attitude. In the experiment, the control focus was divided into two groups based on the inclination test score (regulatory Focus Questionnaire, RFQ), and TOI(theory of intelligence) was temporally induced through manipulation to confirm the interaction between the two variables. Participants were able to determine the order of learning freely by learning a set of Spanish-Korean word pairs and then selecting the items they would like to re-learn. Word pairs consisted of difficult or easy items, and learners could learn the same word many times if they wanted to. In the results, promotion-incremental group showed allocating difficult word-pairs in early time.
Keywords
regulatory focus; theory of intelligence; goal orientation; learning strategies;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Miele, D. B., & Molden, D. C. (2010). Naive theories of intelligence and the role of processing fluency in perceived comprehension. Journal of Experimental Psychology: General, 139(3), 535-557.   DOI
2 Dunlosky, J., & Hertzog, C. (1998). Training programs to improve learning in later adulthood: Helping older adults educate themselves. Metacognition in educational theory and practice, 249-276.
3 Dunlosky, J., & Thiede, K. W. (2004). Causes and constraints of the shift-to-easier-materials effect in the control of study. Memory & Cognition, 32(5), 779-788.   DOI
4 Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59.   DOI
5 Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41(10), 1040-1048.   DOI
6 Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press.
7 Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological inquiry, 6(4), 267-285.   DOI
8 Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological review, 95(2), 256-273.   DOI
9 Metcalfe, J., & Kornell, N. (2005). A region of proximal learning model of study time allocation. Journal of memory and language, 52(4), 463-477.   DOI
10 Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. Big theories revisited, 4, 165-198.
11 Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of personality and social psychology, 72(1), 218-232.   DOI
12 Heo, Y. S., Sohn, W. S. (2013). A Person-Centered Analysis of Regulatory Focus for Korean 5-6th graders: Achievement Emotions and Subjective Well-Being. The Korean Journal of Educational Psychology, 27(1), 201-220.
13 Elliot, A. J., McGregor, H, A., & Gable, A. (1999). Achievement goals, study strategies, and exam performance: A mediation analysis. Journal of Educational Psychology, 91(3), 549-563.   DOI
14 Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of personality and social psychology, 80(3), 501-519.   DOI
15 Grant, H., & Dweck, C. S. (2001). Cross-Cultural Response to Failure: Considering Outcome Attributions with Different Goals. Student Motivation, 203-219.
16 Higgins, E. T. (1997). Beyond pleasure and pain. American psychologist, 52(12), 1280-1300.   DOI
17 Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in experimental social psychology, 30, 1-46.   DOI
18 Holloway, S. D. (1988). Concepts of ability and effort in Japan and the United States. Review of Educational Research, 58(3), 327-345.   DOI
19 Aronson, J., & Fried, C. (1998). Reducing sterotype threat and boosting academic achievement of African Americans: The role of conceptions of intelligence. Unpublished manu script, University of Texas.
20 Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social psychology, 77(3), 588-599.   DOI
21 Atkinson, R. C. (1972). Optimizing the learning of a second-language vocabulary. Journal of Experimental Psychology, 96(1), 124.-129.   DOI
22 Bandura, M., & Dweck, C. S. (1981). Children's theories of intelligence as predictors of achievement goals. Unpublished manuscript, Harvard University.
23 Cesario, J., Grant, H., & Higgins, E. T. (2004). Regulatory fit and persuasion: Transfer from" feeling right." Journal of personality and social psychology, 86(3), 388-404.   DOI
24 Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation :Testing multiple goal models. Journal of Personality and Social Psychology, 80(5), 706-722   DOI
25 Bergen, R. S. (1991). Beliefs about intelligence and achievement-related behaviors (Doctoral dissertation, University of Illinois at Urbana-Champaign).
26 Block, L. G., & Keller, P. A. (1995). When to accentuate the negative: The effects of perceived efficacy and message framing on intentions to perform a health-related behavior. Journal of marketing research, 192-203.
27 Chiu, C. Y., Hong, Y. Y., & Dweck, C. S. (1997). Lay dispositionism and implicit theories of personality. Journal of personality and social psychology, 73(1), 19-30.   DOI
28 Cho, H. I.,, Oh, H. S. (2009). The Effects of Regulatory Focus on Self-Regulated Learning: Perfectionism as a Mediator. The Korean Journal of Youth Study, 16(9), 205-221.
29 Aaker, J. L., & Lee, A. Y. (2001). "I" seek pleasures and "we" avoid pains: The role of self-regulatory goals in information processing and persuasion. Journal of Consumer Research, 28(1), 33-49.   DOI
30 Arbona, C. (2000). The development of academic achievement in school aged children: Precursors to career development. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (pp. 270-309). Hoboken, NJ, US: John Wiley & Sons Inc.
31 Cho, H. I.,, Oh, H. S. (2011). The Effects of Regulatory Focus and Cognitive Expectancy on Career Exploration Activities. The Korean Journal of Youth Study, 18(2), 123-143.
32 Utman, C. H. (1997). Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review, 1(2), 170-182.   DOI
33 Senko, C., & Harackiewicz. J. M. (2002). Performance goals: The moderating role of context, achievement orientation, and feedback. Journal of Experimental Social Psychology, 38(6), 603-610.   DOI
34 Son, L. K., & Kornell, N. (2008). Research on the allocation of study time: Key studies from 1890 to the present (and beyond). A handbook of memory and metamemory, 333-351.
35 Son, L. K., & Kornell, N. (2009). Simultaneous decisions at study: Time allocation, ordering, and spacing. Metacognition and Learning, 4(3), 237-248.   DOI
36 Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(1), 204-221.   DOI
37 Stevenson, H. W., Chen, C., & Uttal, D. H. (1990). Beliefs and achievement: A study of Black, White, and Hispanic children. Child development, 508-523.
38 Stigler, J. W., & Stevenson, H. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. Simon and Schuster
39 Thiede, K. W., & Dunlosky, J. (1999). Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. Journal of experimental psychology: Learning, Memory, and Cognition, 25(4), 1024-1037.   DOI
40 Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational psychologist, 41(1), 19-31.   DOI
41 Zacks, R. T. (1969). Invariance of total learning time under different conditions of practice. Journal of Experimental Psychology, 82(3), 441-447.   DOI
42 Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of educational Psychology, 91(2), 241-250.   DOI
43 Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231.   DOI
44 Semin, G. R., Higgins, T., de Montes, L. G., Estourget, Y., & Valencia, J. F. (2005). Linguistic signatures of regulatory focus: how abstraction fits promotion more than prevention. Journal of personality and social psychology, 89(1), 36-45.   DOI
45 Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological review, 91(3), 328-346.   DOI
46 Nelson, T. O. (1996). Gamma is a Measure of the Accuracy of Predicting Performance on One Item Relative to Another Item, not of the Absolute Performance on an Individual Item Comments on Schraw (1995). Applied Cognitive Psychology, 10(3), 257-260.   DOI
47 Nelson, T. O., Dunlosky, J., Graf, A., & Narens, L. (1994). Utilization of metacognitive judgments in the allocation of study during multitrial learning. Psychological Science, 5(4), 207-213.   DOI
48 Nelson, T. O., & Leonesio, R. J. (1988). Allocation of self-paced study time and the" labor-in-vain effect." Journal of experimental psychology: Learning, Memory, and Cognition, 14(4), 676-686.   DOI
49 Nicholls, J. G., Patashnick, M., & Nolen, S. B. (1985). Adolescents' theories of education. Journal of Educational Psychology, 77(6), 683-692.   DOI
50 Nussbaum, A. D., & Dweck, C. S. (2008). Defensiveness versus remediation: Self-theories and modes of self-esteem maintenance. Personality and Social Psychology Bulletin, 34(5), 599-612.   DOI
51 Park., B. G.,, Lee, J. U. (2005). Development and validation of a 2×2 achievement goal orientation scale.. The Korean Journal of Educational Psychology, 19(1), 327-352.
52 Pennington, G. L., & Roese, N. J. (2003). Regulatory focus and temporal distance. Journal of Experimental Social Psychology, 39(6), 563-576.   DOI
53 Munro, T. R. (1970). The relative radiosensitivity of the nucleus and cytoplasm of Chinese hamster fibroblasts. Radiation research, 42(3), 451-470.   DOI
54 Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. Academic Press.
55 Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1(4), 313-336.   DOI
56 Pintrich, P. R., & DeGroot, E. (1990). Quantitative and qualitative perspectives on student motivational beliefs and self-regulated learning. In Annual Meeting of the American Educational Research Association, Boston, MA.
57 Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory. Research, and Applications, Second Edition, Merrill Prentice Hall, Columbus, Ohio.
58 Plaks, J. E., Stroessner, S. J., Dweck, C. S., & Sherman, J. W. (2001). Person theories and attention allocation: preferences for stereotypic versus counterstereotypic information. Journal of personality and social psychology, 80(6), 876-893.   DOI
59 Miele, D. B., Finn, B., & Molden, D. C. (2011). Does easily learned mean easily remembered? It depends on your beliefs about intelligence. Psychological Science, 22(3), 320-324.   DOI
60 Miele, D. B., Son, L. K., & Metcalfe, J. (2013). Children's naive theories of intelligence influence their metacognitive judgments. Child development, 84(6), 1879-1886.   DOI
61 Idson, L. C., & Higgins, E. T. (2000). How current feedback and chronic effectiveness influence motivation: Everything to gain versus everything to lose. European Journal of Social Psychology, 30(4), 583-592.   DOI
62 Kim, S., Pyo, D. M., Lee, J., Lee, J., Min, J., Shin, K., Kim., K. (2015). A Study of The Validity of Korean Versions of Regulatory Focus Scale. The Korean Journal of Social Psychology, 29(3), 85-110.
63 Kornell, N., & Metcalfe, J. (2006). Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(3), 609-622.   DOI
64 Dunlosky, J., & Connor, L. T. (1997). Age differences in the allocation of study time account for age differences in memory performance. Memory & cognition, 25(5), 691-700.   DOI
65 Cull, W. L., & Zechmeister, E. B. (1994). The learning ability paradox in adult metamemory research: Where are the metamemory differences between good and poor learners?. Memory & Cognition, 22(2), 249-257.   DOI
66 Crowe, E., & Higgins, E. T. (1997). Regulatory focus and strategic inclinations: Promotion and prevention in decision-making. Organizational behavior and human decision processes, 69(2), 117-132.   DOI
67 Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. University Rochester Press.
68 Lee, H. J. (2011). Effects of regulatory goal type and goal relations on college students' self-regulated Learning in multiple goal setting. The Korean Journal of Educational Psychology, 25(1), 1-32.
69 Kornell, N., & Son, L. K. (2006, November). Self-testing: A metacognitive disconnect between memory monitoring and study choice. In Poster presented at the 47th annual meeting of the Psychonomic Society, Houston, TX.
70 Lee, A. Y., & Aaker, J. L. (2004). Bringing the frame into focus: the influence of regulatory fit on processing fluency and persuasion. Journal of personality and social psychology, 86(2), 205-218.   DOI
71 Leonardelli, G. J., Lakin, J. L., & Arkin, R. M. (2007). A regulatory focus model of self-evaluation. Journal of Experimental Social Psychology, 43(6), 1002-1009.   DOI
72 Leondari, A., & Gialamas, V. (2002). Implicit theories, goal orientations, and perceived competence: Impact on students' achievement behavior. Psychology in the Schools, 39(3), 279-291.   DOI
73 Mazzoni, G., & Cornoldi, C. (1993). Strategies in study time allocation: Why is study time sometimes not effective?. Journal of Experimental Psychology: General, 122(1), 47-60.   DOI
74 Mazzoni, G., Cornoldi, C., & Marchitelli, G. (1990). Do memorability ratings affect study-time allocation?. Memory & Cognition, 18(2), 196-204.   DOI
75 Meece, J. M., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.   DOI
76 Metcalfe, J., & Kornell, N. (2003). The dynamics of learning and allocation of study time to a region of proximal learning. Journal of Experimental Psychology: General, 132(4), 530-542.   DOI
77 Metcalfe, J. (2002). Is study time allocated selectively to a region of proximal learning?. Journal of Experimental Psychology: General, 131(3), 349-363.   DOI