Psychological Development and Education ›› 2005, Vol. 21 ›› Issue (2): 56-61.

Previous Articles     Next Articles

Research on the Relationship between the Achievement Goal Orientation and the Learning Strategy & the Academic Performance

JIANG Jing-chuan1, LIU Hua-shan2   

  1. 1. Psychological Department of NanJing Normal University, Nanjing210097;
    2. Psychological Department of Central China Normal University, Wuhan 430079
  • Online:2005-04-15 Published:2005-04-15

PDF (PC)

Abstract: Questionnaire method has been applied in this research and researched 283 of 7th grade and 11th grade in two middle schools in order to explore the relations between achievement goal orientation and learning strategy, academic performance.The findings indicate that:(1)the correlation between master goal orientation and deep cognitive strategies,meta-cognitive strategies is significant.Same significant correlations exist between performance approach goal and three learning strategies,but performance avoidance goal seldom adopts deep cognitive and meta-cognitive strategies;(2)while master goal orientation and performance approach goal can enhance students' achievement,performance avoidance goal obstacles to obtain good achievement;(3)compared to 7th grade,11th grade's performance approach goal and master goal obviously decreases.In the same time,deep cognitive strategies and meta-cognitive strategies also decreases.Secondly,female students use more surface cognitive strategies,while male students use more meta-cognitive strategies;(4)those students who hold multi-goals use more deep cognitive strategies and meta-cognitive strategies,but multi-goals has not certainly correlation with good achievement.

Key words: achievement goal orientation, learning strategy, academic prformance, multi-goals

CLC Number: 

  • G442
[1] 李燕平.成就目标形成机制及动机行为模式的研究(博士论文),2001,14,6,56-58.
[2] Pintrich P R, Garcia T. Student Goal Orientation and Self-Regulation in the College Classroom. In Maehr,M.L. & Pintrich,P. R.(Eds.). Advances in Motivation and Achievement: Goals and SelfRegulatory Processes. Greenwich, CT: JAI Press, 1991, 7,371-402.
[3] Nolen S B, Haladyna T M. Motivation and Studying in High School Science. Journal of Research in Science Teaching, 1990,27 (2),115-126.
[4] 时勘,王文忠,孙健,Martin Maehr.学生适应性动机模型的初步研究.心理发展与教育,1995,1,8-13.
[5] Elliot A J, Harackiewicz J M. Barron K E. Rethinking Achievement Goals: When are They Adaptive for College Students and Why. Educational Psychologist, 1998,33(1), 1-21.
[6] 蒋京川,刘华山成就目标定向与学习策略、学业成绩的关系研究综述.心理科学,2004,1,168-170.
[7] Elliot A J, Church M. A Hierarchical Model of Approach and Avoidance Achievement Motivation. Journal of Personality and Social Psychology, 1997,72,218-232.
[8] Yesim Somuncuoglu & Ali Yildirim. Relationship between Achievement Goal Orientation and Use of Learning Strategies. The Journal of Educational Research, 1999,92(5),267-277.
[9] 郭德俊.目标结构与学习动机.心理科学,1994,6,340-345.
[10] Pintrich P R, et al. The Differential Impact of Extrinsic and Mastery Goal Orientation Males'and Females'Self-Regulated Learning.Learning and Individual Differences, 1999,11,153-172.
[11] 雷雳,汪玲.目标定向在自我调节学习中的作用.心理学报,2001,33(4),349-353.
[1] LIU Zhiguo, QI Bing, LI Yaping, WANG Runzhou, CUI Jia, SONG Yaowu. The Moderating Effect of Achievement Goal Orientation on the Relationship between Academic Self-concept and Academic Achievement: Based on Internal/External Reference of Frame Model [J]. Psychological Development and Education, 2023, 39(1): 68-76.
[2] XU Xinpei, MO Lingfei, LIU Ming, DENG Ciping. Grade 10 Students' Achievement Goal Orientation Patterns and Their Academic Adjustment: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2022, 38(1): 81-89.
[3] ZHANG Yunyun, CHEN Jiayi, YANG Miao, REN Ping, LIU Sichen. Effects of Parental Academic Involvement and Academic Pressure on Early Adolescents' Academic Engagement: A Moderated Mediation Model [J]. Psychological Development and Education, 2021, 37(2): 211-221.
[4] JIA Xuji, CAI Lin, LIN Lin, LIN Chongde. The Relationship between Perceived Teachers' Support and Academic Engagement among High School Students: The Chain Mediating Effect of Academic Self-efficacy and Achievement Goal Orientation [J]. Psychological Development and Education, 2020, 36(6): 700-707.
[5] ZHANG Yunyun, HUANG Meiwei, REN Ping, ZHANG Ruiping. Does My Friend's Academic Achievement Affect Mine? The Influence Effect in Friend Dyads and the Mediation Effect of Achievement Goal Orientation [J]. Psychological Development and Education, 2020, 36(1): 54-66.
[6] HONG Wei, LIU Rude, ZHEN Rui, JIANG Shuyang, JIN Fangkai. Relations between Achievement Goal Orientations and Mathematics Engagement among Pupils: The Mediating Roles of Academic Procrastination and Mathematics Anxiety [J]. Psychological Development and Education, 2018, 34(2): 191-199.
[7] ZHANG Rong-hua, KANG Xuan, PENG Wen-bo, LIU Dian-zhi. A study on College Students’ English Learning Strategy Characteristics and Development Trend [J]. Psychological Development and Education, 2008, 24(3): 94-99.
[8] ZHU Zu-de, WANG Jing-qiong, ZHANG Wei, YE Qing-qing. Constraction of Self-Regulated Learning Scale for College Students [J]. Psychological Development and Education, 2005, 21(3): 60-65.
[9] LIAN Rong, SHI Wei, MENG Ying-fang. Research on Relations Between Achievement Goal Orientation and Mental Health of 11th Graders [J]. Psychological Development and Education, 2002, 18(1): 67-70.
[10] . Effects of Mind Factors on Academic Achievement of High School Pupils [J]. Psychological Development and Education, 2000, 16(2): 7-12.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd