Achievement Goals and Self-Regulated Learning: A Multiple-Goals Perspective Using Latent Profile Analysis

• In Event: 29.026 - Advances in Achievement Goal Research

Abstract

This study investigated the relations between college students’ (N = 364) achievement goals and their self-regulated learning using a person-centered approach. Three types of achievement goal profiles emerged from latent profile analyses: high-all (high all goals), approach-oriented (high mastery-approach and performance-approach goals), and mastery-approach (high mastery-approach and moderate mastery-avoidance goals). Multinomial logistic regression results indicated that self-efficacy and anxiety, but not entity mindset, were significantly associated with the achievement goal profiles. More importantly, although there was no difference in cognitive strategies, we found significant mean-level differences in students’ report of motivation regulation, time management, environment management, and procrastination across the achievement goal profiles. In particular, the approach-oriented profile demonstrated the most adaptive pattern of self-regulated learning.

Authors

• Sungjun Won, The Ohio State University

• Christopher A. Wolters, The Ohio State University