Ikeda Kenji, Yue Carole L, Murayama Kou, Castel Alan D
Nagoya University.
Covenant College.
Motiv Sci. 2016;2(4):199-219. doi: 10.1037/mot0000047.
The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance.
本研究考察了成就目标对元认知判断（如学习判断（JOLs）和元理解判断）以及实际回忆表现的影响。我们进行了五项实验，操纵成就目标的指导语。在每个实验中，参与者被指导采用掌握-趋近目标（即通过记忆任务发展自己的心理能力）或成绩-趋近目标（即通过在记忆任务中获得高分来展示自己强大的记忆能力）。实验1和实验2的结果表明，成绩-趋近目标条件下单词对的学习判断往往高于掌握-趋近目标条件下的学习判断。相比之下，两种目标条件下的线索回忆表现没有差异。实验3还表明，成绩-趋近目标条件下对文章的元理解判断高于掌握-趋近目标条件下的元理解判断，而两种条件下的测试表现没有差异。这些发现表明，成就动机在学习过程中会影响元认知判断，即使成就动机不影响实际表现。
