Examining the Relationships Among Achievement Goal Orientations, Goal Management Practices, and Academic Challenges

• In Event: Statistical Methods for Assessing Self-Regulated Learning in Context

Abstract

Achievement goals are important for understanding students’ motivation and academic performance. However, it remains unclear how achievement goals interact with self-regulatory practices in terms of academic outcomes. Therefore, the present study explored the direct and indirect relationships among achievement goals, goal management practices, and academic challenges. Participants were 193 university students enrolled in a learning-to-learn course from a Canadian university. Results showed that mastery-approach goals negatively predict all types of academic challenges and positively predicted goal management practices, whereas mastery-avoidance goals positively predicted challenges of goal and time management, initiating-sustaining engagement, and metacognition and negatively predicted goal management practices. Furthermore, goal management practices mediated the relationship between mastery-approach orientations and motivational, goal and time management-related, and metacognitive challenges.

Authors

• Muqing Nie, University of Victoria
  Presenting Author

• Meng Qi Wu, University of Victoria
  Presenting Author

• Ramin Rostampour, University of Victoria
  Non-Presenting Author

• Allyson F. Hadwin, University of Victoria
  Non-Presenting Author

• Stuart MacDonald, University of Victoria
  Non-Presenting Author