The Influence of Task Involvement on the Use of Learning Strategies.

The relationship between goal orientation and the use of learning strategies and their effects on learning outcomes were investigated. The three goal orientations considered were: (1) task orientation, which involves learning for its own sake; (2) ego orientation, which involves a desire to perform better than others; and (3) work avoidance, which involves the desire to put forth as little effort as possible. The two types of learning strategies studied were: (1) those requiring deep processing of information; and (2) those requiring only surface-level processing, such as simply reading a passage over and over. Sixty-two eighth graders participated in the study. Results showed that task orientation was positively correlated with valuing and use of strategies requiring deep processing of information, and to a lesser degree with those requiring only surface-level processing. Ego orientation was positively related to use and valuing of surface-level strategies only. Work avoidance was negatively related to use and valuing of both kinds of strategies. A path analysis indicated that task orientation, more than beliefs in the utility of deep-processing strategies for promoting learning, might lead to use of these strategies. A 20-item reference list, four tables and one figure are included. (Author/JAZ)