Achievement goal orientations, learning strategies, and mathematics achievement: A comparison of Chinese Miao and Han students

2020 ◽  
Vol 58 (1) ◽  
pp. 107-123 ◽  
Author(s):  
Meng Guo ◽  
Frederick K. S. Leung
Keyword(s):  
Mathematics Achievement ◽  
Learning Strategies ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
And Mathematics

scholarly journals How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Yu-Chen Yeh ◽  
Oi-Man Kwok ◽  
Hsiang-Yu Chien ◽  
Noelle Wall Sweany ◽  
Eunkyeng Baek ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Academic Outcome ◽  
Achievement Goal Orientations ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mastery Avoidance

The purpose of this study was to examine the underlying mechanism between goal orientations and academic expectation for online learners. We simultaneously studied the structural relationships among 2×2 achievement goal orientations, self-regulated learning strategies (SRL), supportive online learning behaviors, and expected academic outcome in various online courses with 93 respondents (70 undergraduate and 23 graduate students). Specifically, we tested the mediation effects of both self-regulated learning strategies and supportive online learning behaviors on the relation between achievement goal orientations and students’ academic expectations. The results showed that two of the achievement goal orientations – mastery-approach goals (MAP) and mastery-avoidance goals (MAV) – predicted the adoption of the self-regulated learning strategies and supportive online learning behaviors, which, in turn, predicted students’ expected academic outcome for their online course. Specifically, students with higher mastery-approach goals were more likely to adopt different types of self-regulated learning strategies and supportive online learning behaviors to facilitate their learning experience, which further enhanced their expectation for their academic outcome. By contrast, students with higher mastery-avoidance goals were less likely to adopt self-regulated learning strategies and supportive online learning behaviors, which, in turn, led to lower grade expectations.

scholarly journals Leveraging MSLQ Data for Predicting Students Achievement Goal Orientations

2014 ◽  
Vol 1 (3) ◽  
pp. 157-160 ◽  
Author(s):  
Liaqat Ali ◽  
Marek Hatala ◽  
Dragan Gašević ◽  
Philip H. Winne
Keyword(s):  
Learning Strategies ◽  
Achievement Goals ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Relational Model ◽  
Achievement Goal Orientations ◽  
And Performance

This study aims to investigate how students’ motivated strategies of learning and their achievement goal orientations relate to their academic behaviours and performance in the context of online leaning systems. The study also develops and validates a relational model between students’ learning strategies and achievement goals.

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