Abstract
In this correlational research, we investigated to what extent achievement goals, in conjunction with need for achievement and fear of failure as well as perceived classroom goal structures, are related to learning strategies among upper elementary school students. After taking into account students' tendency to respond in a socially desirable way, we found, through path analysis, that mastery-approach goals partially mediated the relation of need for achievement and perceived mastery goal structures to learning strategies. These findings are discussed within the hierarchical model framework proposed by Elliot (1999). They suggest that the simultaneous examination of personal and contextual antecedents of achievement goals can enhance our understanding of the processes underlying achievement motivation and its outcomes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
