The Relationship Between Achievement Goal Orientation And Academic Achievement In Senior School Students: The Mediating Effects Of Self-regulated Learning

College Entrance Examination concerns the destiny of every child and family.Parents invest a lot of resources and energy in their children's education.However,due to the growing psychological maturity and the increasing difficulty of knowledge learning in senior high school,their previous investment often fails to achieve satisfactory results.More and more researchers have paid much attention to students' achievement goal orientation and self-regulated learning,which are internal factors that affect the academic achievement.It is worth noticing that rarely empirical study focuses on achievement goal orientation of senior high school students.Thus it is necessary to explore the achievement goal orientation of senior high school students and its influence on achievement.Self-regulated learning is one of the hottest research topics in the field of educational psychology in recent years,especially in the context of the new curriculum education reform and the current quite popular online learning;educators pay more attention to learners' autonomous learning and improve students' self-regulated learning ability.Nowadays,many studies describe the specific dimensions of self-regulation learning.The relationship among self-regulated learning and achievement goal orientation and academic achievement remains unclear.To explore the mechanism role of self-regulated learning between the association of achievement goal orientation and academic achievement,1520 senior school students from three senior schools in Yantai area participated in this research.They were asked to finish the Quarterly Achievement Goal Orientation Scale,Self-regulated Learning Motivation and Strategy Questionnaire-Youth Edition.After screening the invalid data such,the number of final participants was 1451.All analyses were conducted in SPSS21.0.Using PROCESS,we tested the relationship between achievement goal orientation and academic achievement.The main findings are as follows:1.There was a significant positive correlation between performance-approach goal and self-regulated learning,as well as academic performance at T1 and T2.The sameresults also were found between mastery-avoidance goal and self-regulated learning,mastery-avoidance goal and academic performance at T1 and T2.Moreover,there was a significant negative correlation between performance-avoidance goal and self-regulated,learning and academic performance at T1 and T2.2.Achievement goal orientation could not play a direct role in academic performance,but also play an indirect role in academic performance through self-regulation of learning.Specifically,performance-approach goal,mastery-approach goal and mastery-avoidance goal significantly predicted self-regulated learning,while performance-avoidance goal significantly negatively predicted self-regulated learning,self-regulated,learning significantly predicted academic performance.3.Achievement goal orientation could lag students' academic performance,and this cross-lagged effect could be mediated by self-regulating learning.The guidance of family and schools is needed in order to further enhance students`academic achievement.Meanwhile,it is strongly recommended to develop the ability of achievement goal orientation and self-regulated learning in senior high.