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| Relationship between achievement goal orientation and academic achievement in senior school students: Self-regulated learning as mediator |
| SUN Wenjie1, GUO Kaiyue2, ZHAO Xiaomeng3, ZHANG Jiajia4, LUO Ruifan2, SI Jiwei2 |
1 Haiyang No. 4 Middle School, Yantai 265100;
2 School of Psychology, Shandong Normal University, Jinan 250358;
3 Ningxia Road No. 2 Primary School, Qingdao 266071;
4 Gaoqing No. 1 Middle School, Zibo 256300 |
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Abstract The present study explored the influence of achievement goal orientation on academic achieve-ment in senior school students and the mediating effect of self-regulated learning. A serious of question-naires was used to survey 1 389 senior one and senior two students, and their academic achievements were tracked at two-time waves half year apart. The results showed that: 1)mastery approach goal and mastery avoidance goal significantly positively predicted concurrent and longitudinal academic achievement, and performance avoidance goal significantly negatively predicted concurrent and longitudinal academic achieve-ment; 2) performance approach goal, mastery approach goal and mastery avoidance goal indirectly and positively predicted concurrent and longitudinal academic achievement through self-regulated learning, and achievement avoidance goal indirectly and negatively predicted concurrent and longitudinal academic achievement through self- regulated learning. The above findings provide empirical research support for se-nior high school students to establish achievement goals and improve self -regulated learning abilty, to promote academic achievement.
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