The Study On The Relations Among The Self-Regulated Learning, Achievement Goal Orientation And Academic Achievement Of College Students

Precedent researches indicated that the self-regulated learning and achievement goal orientation are the key affects to students'academic achievement. There are little relevant researches on the relation between them and whether constituting an intrinsic adjustment power for the student to restrict their academic achievements at home and abroad. And most of the subjects are the elementary and middle school students. The achievement goal surveys often uses the dichotomous questionnaire. It has been confirmed that trisection structure for achievement goal orientation exists in the college student abroad, which is not tested in China. Therefore, this research uses the"college students'self-regulated learning scale", the"performance evaluation scale"and the"trisection structure questionnaire of the college students'achievement goal orientation"self-made. 667 college students as the subject who came from Anhui Province, Jiangsu Province and the Shandong Province are selected. The research analyzes the development characteristics of college students'self-regulated learning and achievement goal orientation as well as their relations to academic achievement. The result is showed as follows:1. The trisection structure of achievement goal orientation really exists in the college students, which is also reasonable.2. Their capability of self-regulated learning has remarkable difference in major, grade and only-child. Specifically, the science-majored college students'capability of self-regulated learning is remarkable higher than the arts-majored college students; the sophomores'capability of self-regulated learning is the highest, the senior undergraduates'capability of self-regulated learning is the lowest. There shows a tendency that the college students'capability of self-regulated learning gets strengthen and then gets weaken gradually along with the grade elevation. The self-regulated learning capability of non-only-child is higher than the only-child.3. College students'achievements goal orientation has remarkable differences in major and grade. Specifically, the science-majored college students tender to mastery goal orientation. In the test of mastery goal, the junior students get the highest score; the senior undergraduates get the lowest score. There shows a tendency that mastery goal firstly gets strengthen and then gets weaken gradually along with the grade elevation in the college students. In avoid performance goals, the junior students get the lowest score, the senior undergraduates get the highest score. There shows a tendency that avoid performance goals firstly get weaken and then get strengthen gradually along with the grade elevation.4. In the college students'achievement goal orientation, approach performance goals occupies the dominant position.5. There is a significant positive correlation between the college students'self-regulating learning and the academic achievement. Mastery goal, academic approach performance goal and the self-regulating learning have the significant positive correlation. Mastery goal and the academic achievement also have the significant positive correlation.6. The college students'self-regulating learning has a forecast function to the academic achievement. Mastery goal, academic approach performance goal have a forecast function to the college students'self-regulating learning. Mastery goal has the forecast function on the college students'academic achievement.7. Achievements goal orientation has both the direct and the indirect function to the academic achievement. The self-regulated learning plays a vital intermediary role in the influence from the achievement goal to the academic achievement.