Achievement goals, self-efficacy, metacognition, and learning strategies as predictors of asynchronous learners' academic success

The literature identifies several factors that may contribute to adult learners' academic success. This study investigated whether achievement goals, self-efficacy, metacognition, and learning strategies could predict asynchronous learners' academic success, as measured by GPA. Linear regression was used to assess the relationships between the four variables to the GPA criterion variable. The results indicated there were no statistically significant relationships between any of the predictor variables to the GPA criterion of academic success. The findings suggested that learners do not possess one achievement goal or learning strategy, but instead possess a combination of achievement goals and learning strategies. There were also balanced survey item responses relative to self-efficacy and metacognition. These combinations and balanced responses contributed to the statistically nonsignificant relationships between the four predictor variables to the GPA criterion variable. The results also revealed a statistically significant negative relationship between a learning strategies surface approach subscale to GPA, a statistically significant positive relationship between the learning strategies strategic approach subscale to GPA, and relationships among the predictor variables. This study is aligned with the current literature that states learners possess an integrative and adaptive set of learning processes. Therefore, further investigation is warranted to identify the predictors of asynchronous learners' academic success to increase academic success and improve the current less than optimum retention and graduation rates.