Abstract
The aim of this research was to investigate the relationship between goal orientation and academic achievement with emphasizing the mediating role of self-regulation of the students. The research method was correlational and the statistical population included all BA students of Islamic Azad University who choose general English in 2015-16 academic year (2 semesters) at Shiraz. They were selected through random sampling. The research tools were standard goal orientation and self- regulation questionnaires. The data were analyzed through structural equation modeling. The results of the structural equation modeling revealed that there was a direct and meaningful relationship between goal orientation and self- regulation with academic achievement. Moreover, the results indicated that the direct effect of academic achievement on self -regulation was meaningful.
Highlights
Our higher education system produced undergraduates who had just memorized some syllabuses which to some extent were not useful in real life
The results showed that mastery goals and performance goals were direct and meaningful predictors of academic achievement and avoidance goals were negative predictor of academic achievement
The aim of this study was to investigate the relationship between achievement goals and self-regulation with academic achievement in Islamic Azad University students at Shiraz
Summary
Our higher education system produced undergraduates who had just memorized some syllabuses which to some extent were not useful in real life. Dwect and Leggett, Ames and Archer believed that achievement goals referred to the reasons students have on educational duties and assignments. The students with performance goals have appropriate judgments and power of concentration on their assignments (Cited in [17]) Whereas those with avoidance goals are lacking in these characteristics. The results revealed that the three above mentioned goals have direct impact on students' academic and achievement in math, and there was a negative relationship between avoidance goals and achievement. The results showed that mastery goals and performance goals were direct and meaningful predictors of academic achievement and avoidance goals were negative predictor of academic achievement. The negative relationship between goal avoidance and academic achievement has been confirmed in Elliot and Mcgregor [6], Church et al (2001) and Elliot and Church [4] studies
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