Which comes first? Modeling the relationships among future goals, metacognitive strategies and academic achievement using multilevel cross-lagged SEM

This study aimed to examine how future goals, metacognitive strategies, and achievement dynamically influence each other across time. A sample of 6290 students from 16 secondary schools in Hong Kong participated in our three-year study. Survey and achievement test data were collected three times with one-year intervals. Results of multi-level cross-lagged structural equation modeling showed that: (1) intrinsic goals are adaptive because they are associated with lower pursuit of extrinsic goals and higher levels of achievement; (2) the use of meta-cognitive learning strategies is associated with an increase in intrinsic goal pursuit; and (3) higher levels of achievement drive the subsequent use of metacognitive strategies. Theoretical and practical implications are discussed.
Source: Learning and Individual Differences - Category: Psychiatry & Psychology Source Type: research