Connection between achievement goals, and autonomous and controlled regulation of these goals with learning strategies among college students

Markotić, Marija. (2012). Connection between achievement goals, and autonomous and controlled regulation of these goals with learning strategies among college students. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Rovan, Daria].

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Abstract

The aim of this study was to determine the relationship between achievement goals, and autonomous and controlled regulation of these goals with learning strategies among college students. The study was conducted with students of the Faculty of Humanities and Social Science in Zagreb (N = 219). We used a composite of items from Achievement Goals Questionnaire (AGQ, Elliot and McGregor, 2001) and Self-Regulation Questionnaire (SRQ, Sheldon and Kasser, 1995), and subscales of cognitive and metacognitive learning strategies from the Inventory of students learning strategies (LIST, Wild and Schiefele, 1994). The results showed that mastery goals were associated with autonomous regulation, and performance goals with both types of regulation. Achievement goals and autonomous regulation of achievement goals are associated with cognitive strategies like organization, elaboration, and metacognitive strategies, whereas controlled regulation is associated with repetition and metacognitive strategies. Hierarchical regression analysis showed that with the inclusion of autonomous and controlled regulation of achievement goals, the percentage of explained variance for learning strategies had increased for 1.4% to 9.1%, and ranged from 4.7% to 25.2%. Mastery goal is a positive predictor of all strategies except repeating, performance goal is a positive predictor of metacognitive strategies. Autonomous control of mastery goals is a positive predictor of elaboration strategies, and autonomous regulation of performance goals of metacognitive strategies. Controlled regulation of mastery goals is a positive predictor of repeating, but controlled regulation of performance goals is not a significant predictor of learning strategies.

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