Approach and avoidance achievement goals and self-regulated learning strategy usage
Abstract
The relationship between approach and avoidance achievement goal orientations and self-regulated learning (SRL) strategy usage has been underexplored. The present study was the first to examine this relationship directly in a high school population. In particular, the relationships between mastery goals, performance-approach goals, and performance-avoidance goals, level of perceived task difficulty, and SRL strategy usage were examined. The subjects were given two questionnaires to assess the variables of interest. Findings concurred with existing literature regarding the most commonly used SRL strategies and the significant relationship between mastery goal orientation and SRL strategy usage. There were no significant correlations between performance-approach or performance-avoidance goals and SRL strategy usage. A significant correlation emerged between performance-avoidance and perceived task difficulty. Supplementary analyses revealed significant correlations between perceived task importance and both SRL strategy usage and mastery goal orientation. The results of the study are discussed with relation to existing theory, and recommendations for future research are given.
Subject Area
Educational psychology|Cognitive psychology|Secondary education
Recommended Citation
Nuesell, Christopher Michael, "Approach and avoidance achievement goals and self-regulated learning strategy usage" (1999). ETD Collection for Fordham University. AAI9938913.
https://research.library.fordham.edu/dissertations/AAI9938913
