School Students Achievement Goals, Self-regulating Learning Strategies And Math Relationship

461 middle school students completed a self-report survey that assessed their IQ, achievement goals and self-regulated learning strategies. It was testified that 4 achievement goals labeled mastery approach goal, mastery avoidance goal, performance approach goal and performance avoidance goal did exist during the middle school age , and such achievement goals structure is better than its dichotomy and trichotomy structure. Four components of self-regulated learning named deep processing, surface processing, metacognitive strategies and disorganization also existed, they were necessarily to be examined independently since general learning strategy has no effect on the maths performance. This study investigated the relations among the students'4 achievement goals, 4 self-regulated learning strategies and their maths performance by using SEM. After IQ was controlled as controlled variable, the results indicated that mastery approach goal was a positive predictor of deep processing, metacognitive strategies, and a negative predictor of disorganization; performance avoidance goal was a positive predictor of surface processing, disorganization; the patterns of relations for mastery avoidance goal and performance approach goal were excluded by the model; IQ was a positive predictor of the maths performance and its effect was solid.