Paper Information

Journal:   JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY   WINTER 2007 , Volume 25 , Number 4 (49); Page(s) 63 To 78.
 
Paper: 

A SURVEY OF THE RELATIONSHIP BETWEEN GOAL ORIENTATION AND SELF-REGULATED LEARNING, AND ACADEMIC ACHIEVEMENT AMONG SENIOR HIGH SCHOOL STUDENTS IN SHIRAZ

 
 
Author(s):  KHADEMI M., NOUSHADI N.
 
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Abstract: 
The purpose of the present study was to examine if there is any relationship between goal orientation and self-regulated learning and academic achievement among college oriented high school students (both males & females) in Shiraz. More specifically the purpose of this study was to answer the following questions:
To what extent each kind of goal orientations (Mastery, Performance and Avoidance) predicts self-regulated learning and academic achievement among students. To this end, a clustered multistage random sample of 311 students (150 Males, 161 Females) was selected and implemented the following scales: Bouffard’s (1998) Academic Goal Orientation Questionnaire (A. G. O. Q) and Pintrich & De Groot’s (1990) Self- Regulated Learning Questionnaire (S. R. L. Q). Alpha coefficients for determining the reliability of each variable were as follows:
Mastery (
a=0 /83), Performance (a=0 /72), Avoidance (a=0 /85).
The gathered data were analyzed through Multiple Regression (Method of Enter) and the following were found:
a) Mastery goal orientation was significantly positive correlated with self-regulated learning and academic achievement of all the samples with regard to sexes. It was found that mastery goal orientation had a significantly positive correlation with all dependent variables for females whereas for the male counterparts the only non-significant dependent variable was found to be academic achievement.
b) Performance goal orientation could predict academic achievement significantly positive for both genders and in other areas, the results were found to be non-significant or significantly negative correlation.
c) Avoidance goal orientation in the most aspects had a significantly negative correlation and in some other areas non- significant correlation.
 
Keyword(s): GOAL ORIENTATION, SELF-REGULATION LEARNING, ACADEMIC ACHIEVEMENT
 
References: 
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