Affect Of Independent College Students’Achievement Goal Orientation, Academic Self-Efficacy On The Study Time Allocation

Research on achievement goal orientation and academic self-efficacy showed that there is a close relationship between achievement goal orientation and academic self-efficacy. Researchers have inconsistencies view on the relationship. Although there is controversial, they believe that achievement goal orientation and academic self-efficacy affect learning behavior and academic achievement. Many studies’ conclusion is inconsistent. The allocation of study time is important areas of learning in the field. With the agenda-based regulation theory proposed, more and more researchers began to focus on individual factors affecting learners’study time allocation. This study is to clarify the achievement goal orientation and academic self-efficacy impact on study time allocation. Select independent college students as participant, using questionnaire and experimental methods, study results showed that:1.The independent college students has significant gender differences in the master approach goal and performance approach goal, there is no significant gender difference in academic self-efficacy. Self-efficacy in achievement goal orientation was not significant. Study time allocation in achievement goal orientation was significant.2.The independent college students choose easy items and mastery approach goal had significantly positive correlation, choose medium difficulty items and mastery approach goal, performance avoidance goal was significantly positive correlation, choose difficult items and mastery approach goal, mastery avoidance goal, performance avoidance goal had significant positive correlation. Mastery approach goal and academic self-efficacy was significant positive correlation. Performance avoidance goal and academic self-efficacy was significant negatively correlation. On easy items, mastery approach goal, performance approach goals and self-paced learning time has significant negative correlation. On medium difficulty items, mastery approach goal, mastery avoidance goal and self-paced learning time has significant positive correlation. On difficult items, achievement orientation and self-paced learning time has positive significant correlation.3.The independent college students’ achievement goal orientation have significant predictive study time allocation, academic self-efficacy have significant predictive study time allocation.4.The independent college students’ academic self-efficacy in achievement goal orientation plays a partial mediating role on study time allocation.5.The independent college students’ academic self-efficacy in achievement goal orientation plays moderating role on study time allocation. Academic self-efficacy on the relationship between mastery avoidance goal and easy items choice has negative moderating effect. Academic self-efficacy on the relationship between performance approach and medium difficult items and difficult items choice has positive moderating effect. Academic self-efficacy on the relationship between mastery approach goal and easy items’ self-paced learning time has negative moderating effect.6.Through the comparison of three different hypotheses found that academic self-efficacy plays moderation role on achievement goal orientation and study time allocation.