Achievement Goal Orientation, Leaning Strategy And Motivation Regulated Strategy On Academic Performance

Achievement goal orientation play an important role in student's learning. And cognitive learning strategy and motivational regulated strategy are two other important factors. The learning strategy in this article means the method of information processing. Motivational Regulated strategy can be describe as the various actions and tactics that students use to maintain or increase their effort or persistence at a particular academic task. .Lots of research explored the relationship of achievement goal orientation and learning strategy and the effort on academic performance. Many researches and facts show that students' active achievement goal orientation through their learning processing strategy exerts an influence on learning outcomes. However, the research about relationship of achievement goal orientation and motivational regulated strategy were scarce. In other words, researchers lay particular stress on cognitive process, on the contrast, motivational or emotional process was neglected. In fact, some research had shown that motivational aspect had an important influence on learning and academic performance. Hence, this paper is going to explore two aspect: cognitive and motivational regulated strategy.The present study investigated the relationships between achievement goal orientation, learning strategy, motivational regulated strategy and academic achievement. 507 middle school students were required to complete a set of questionnaires.The results revealed that:(1 )Both junior and senior middle school students had the highest scores on mastery goal and interest enhancement and surface processing.(2)There is no significant gender difference found in junior middle school students, on achievement goal orientation, as well as the use of learning strategy and motivational regulated strategy. However there is significant gender difference in senior middle school students. Girls displayed significantly higher scores than boys.(3) There is significant grade difference between junior middle school students and senior middle school students. Junior students displayed significantly higher scores than senior students. Compared with junior students, senior students had more study problems. (4)Two or three kinds of goal orientation can be shared by one student, not just one to one. Usually, the students who had mastery goal would have performance-approach goal. And the students who had performance-approach goal could have performance-avoidance goal. But, the students who had performance-avoidance goal can not have mastery goal.(5)Motivational strategies are positively related with learning strategies, which can induce that the cognitive aspect and the motivational aspect are bidirectional.(6)Mastery goal students inclined to interest enhancement, environmental construct, mastery self-talk and deep processing. Performance-approach goal students inclined to performance self-talk, self-consequences and surface processing. Performance-avoid goal students avoid using positive strategies.(7)Mastery goal had positive influence on academic achievement though deep processing. Performance-approach goal had positive influence on academic achievement though performance self-talk. Performance-avoid goal had negative effect on academic achievement though disorganization.