The relationship between achievement goal orientations and self regulated learning strategies of secondary school students in social studies courses

2013 ◽  
Vol 5 (3) ◽  
pp. 389-396 ◽  
Author(s):  
Nese Ozkal
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
School Students ◽  
Self Regulated Learning ◽  
The Relationship

scholarly journals An analysis of secondary school students' achievement goal orientations and metacognitive awareness of reading strategies

2015 ◽  
Vol 5 (5) ◽  
pp. 485-508 ◽  
Author(s):  
Canan Koç ◽  
Aysel Arslan
Keyword(s):  
Secondary School ◽  
Reading Strategies ◽  
Secondary School Students ◽  
Goal Orientations ◽  
Educational Background ◽  
Achievement Goal ◽  
Metacognitive Awareness ◽  
Achievement Goal Orientations ◽  
School Students ◽  
Arithmetic Average

This study aims at analyzing secondary school students' achievement goal orientations and metacognitive awareness of reading strategies in terms of such variables as their school class, gender and the educational background of their parents and learning the correlation between their achievement goal orientations and metacognitive awareness of reading strategies. A relational screening model was used to conduct the research. A total of 618 students attending three different secondary schools in central Sivas participated in the study. The research data was collected using the Achievement Goal Orientations Scale and Metacognitive Awareness Inventory of Reading Strategies. The arithmetic average, standard deviation, Mann-Whitney U Test, Kruskal-Wallis Test and Spearman-Brown correlation coefficient were used in the course of analyzing the survey data. The research results showed that the students' achievement goal orientations and metacognitive awareness of reading strategies differ significantly in terms of their class and gender. In terms of the educational background of their parents, no difference was found out in the sub-dimension of metacognitive awareness of reading strategies, while a difference was seen in the sub- dimension of their achievement goal orientations.

Learning Strategies of Secondary School Students as Correlates of Academic Achievement and Gender

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Harjit Kaur Gill
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Self Regulation ◽  
Low Achievers ◽  
Motivational Strategies ◽  
School Students ◽  
And Gender ◽  
The Relationship

The objectives of the study were: (i) to study the learning strategies of Secondary school students, (ii) to study gender differences in the learning strategies of secondary school students (iii) to study the relationship between learning strategies and academic achievement of secondary school students.1200 secondary school students of Punjab were administered Motivational Strategies for Learning Questionnaire (Pintrich et al, 1991) The results show that significant differences have not been found between high and low achievers as well as between male and female school students on the rehearsal, elaboration, organization, critical thinking and meta-cognitive of self-regulation of learning strategies. Even the interaction effect of gender and academic achievement was not found significant on these dimensions except the last one i.e. meta-cognitive self-regulation dimension.

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