A Research On Correlation Between Achievement Goal Orientation And Self-regulated Learning Strategy Of Non-English Majors

In English teaching, achievement goal orientation and self-regulated learning strategy respectively become a hotspot in educational psychology research. There have been many studies to probe into correlation between achievement goal orientation and English achievement or self-regulated learning strategy and English achievement, but there are a few studies to combine achievement goal orientation and self-regulated learning strategy to analyze motivation and strategy. What’s more, there are fewer studies to research college students as subject of study.The present study bases on the four-dimension achievement goal orientation proposed by Elliot et al, three-phase self-regulated learning theory proposed by Zimmerman, and Pintrich’s learning and motivation strategies to invest achievement goal orientation and self-regulated learning strategy and to do correlation analysis. By this way, the researcher hopes to give college English teaching some practical help.Thus this research analyzes the potential mediating effects of self-regulated learning strategies in the correlation between achievement goal orientation and English achievement, as well as the relation between achievement goal orientation and self-regulated learning strategies. One hundred fifty participants are selected from non-English majors in sophomore and junior at four large universities in Guilin. They are Medical College of Guilin, Guilin University of Electronic Technology, Guilin University of Technology and Guangxi Normal University. Then exclude the invalid questionnaires and get 120 valid copies. This study applies achievement goal orientation questionnaire based on Liu Huijun and Guo Dejun and self-regulated learning strategy questionnaire made by Kong Bojian, Lu Haidong. In addition, CET4 is as index of English achievement.The three questions addressed in this study are stated as follows:(1) What’s the state of the college students’achievement goal orientations and self-regulated learning strategy?(2) What’s the correlation between achievement goal orientation and self-regulated learning strategy in different groups, such as arts and science, CET4 high achievers and low achievers and male and female students?(3) What’s the relationship among achievement goal orientation, self-regulated learning strategy and English achievement?According to the analysis of questionnaires’statistics and the discussion of interviews’results, the conclusions can be drawn out as follows:(1) College students’achievement goal orientations is generally not high, and they tend to focus most on mastery approach goals and least on performance-avoidance goals in English learning.(2) As a whole, English learners don’t behave well in self-regulated learning strategy, but they are not bad at intrinsic motivation, English emotion regulation strategies, external motivation and self-efficacy.(3) Achievement goal orientation has a significant middle positive correlation with self-regulated learning strategy, and it affects English achievement through self regulated learning strategy.Based on the research results, the suggestions are put forward to improve English achievement:(1)Teachers should guide college students to build up mastery approach goal and avoid performance avoidance goal.(2) Teachers should cultivate college students’self-regulation learning ability. In daily teaching, train self-regulated learning strategy, especially cooperative learning strategy, metacognitive strategy and cognitive strategy.(3) Teachers should teach students in accordance to their aptitude(4) Teachers should guide students to build up correct attribution and set appropriate learning goal, which can enhance students’self-efficacy.(5) Creating harmony and comfortable classroom atmosphere and improving classroom charm, which can stimulate interest.