A Study On The Role Of Achievement Goal In The Process Of Self-regulated Learning

Today, as a main research paradigm of achievement motivation from 1980th, achievement goal theory has been studied by many researchers on its conception, type and operational mechanism. On the topic of motivation and cognition in the self-regulated learning (SRL), researchers provided a general hypothesis of the role of achievement goal in the process of SRL. However, there is controversy on the effect and rationality about 2×2 achievement goal framework. At the same time, researches in the field of SRL pay more attention to the cognitive process of SRL than the motivation/affection process. From the perspective of the general hypothesis of the role of 2×2 achievement goal in the SRL, the purpose of this paper is to give a systematical investigation on the motivational effect of achievement goal and its operational mechanism in the process of SRL.This article is divided into four parts:The first part provides a literature review. The history and current situation of researches on achievement goal are reviewed systematically; important theories and classic thoughts of its role in SRL are given a brief discussion. Then, this article's hypotheses and research topices are promoted correspondingly.The second part is empirical study, which explores five issues around the effects of achievement goals with college student samples. Study 1 explores the effect of 2X2 achievement goal on reasoning task. The experimental design is single factorial design. The results showed that after finished two reasoning tasks with the same difficult level, Master approach goal promotes the second task grade after finished the first task. Master avoidance goal showed passive effect on the second task grade contrast to the first task. There were no significant differences in two performance goal conditions. Compared to another three goals, master avoidance goal show the worst effect on the task grade. Study 2 explored the effect of achievement goal on the reasoning task promotion and free choice time in the uncertain situation. The experimental design is a 3 (goal:master approach goal vs. performance approach goal vs. no goal)×2 (feedback:certain vs. uncertain) between-factor design. The results showed there was goals X feedback interaction effect. In certain conditions, there was no significant difference between master approach goal, performance approach goal and no goal. In uncertain conditions, master approach goal gained higher grade than performance approach goal and no goal; master approach goal in uncertain conditions gain more grades than certain conditions. There was also interaction effect on the free choice between sex, goals and feedback. In uncertain conditions, male of performance approach goal and no goal selected more free choice activities than male of master approach goal, and also more than the male of performance approach goal and no goal in certain conditions. With master approach goal in uncertain conditions, female selected more free choice than male. Study 3 uses survey method to explore how social comparison affects the relationship between 2×2 achievement goal and cognitive strategy, self efficacy. The results showed that social comparison was significantly positively correlated with 2×2 achievement goal, cognitive strategy and self efficacy. Social comparison played mediator role in the relationship between performance approach goal and self efficacy, and moderator role in the relationship between performance approach goal and surface process strategy. Social comparison also played moderator role in the relationship between master avoidance goal and deep process strategy. Study 4 uses survey method to investigate the dynamic relationship between 2X2 achievement goal, subjective task value and interest, and their total effect on the academic outcomes. The result showed that as for different outcome variables, achievement goals experienced different process. Master approach goal had positive effect on personal learning interest through the pathway of task value, and master approach goal also affected learning interest through the pathway of effort strategy and task value. Between the relationship of master approach goal/ performance approach goal and academic grade, effort strategy played mediator role, and tangential learning played the moderator role. Study 5 showed that 2×2 achievement goal framework predicted different types and operational mechanism of academic emotion. Boredom, helplessness, anxiety and hope respectively played its mediator role in the relationship between achievement goals and college students' motivation of learning novel knowledge.The third part is to provide a general discussion. We discussed some conclusions based on the researches s of this paper profoundly and extensively. The discussions included such topics as the motivation effect of 2×2 achievement goal; how look on the controversy and explanations of the effect of achievement goals, as well as the integrated way of achievement goal and motivation/affection variables, and so on. In addition, the paper provides some suggestions about the educational theory and practice.In the fourth part, the innovation and deficiency of this paper are discussed. We have explored the main effect of 2×2 achievement goal in experiment environment, which further support that we should do more researches on the topic of 2×2 achievement goal; we also investigated the different effect of achievement goals on the reasoning task grade and free choice. As for the integration of motivation and affection in the field of SRL, this article provided the possibility of motivation and learning intervention. In the end, a direction for future researches is proposed on the basis of this article.