Abstract
This longitudinal field study examined the relationship between goal orientation and self-regulatory processes in an achievement context. Data was obtained from 132 students over a 10 week period. Results indicated that: (a) learning goal orientation was positively related to how much resources participants allocated to their goals and the degree to which they engaged in cognitive self-regulation, (b) performance-avoid goal orientation was negatively related to cognitive self-regulation, (c) participants engaged in motivational processes aimed at lowering their goals when presented feedback that indicated their performance was below their intentions, and (d) downward goal revision was a function of learning goal and performance-avoid goal orientations. Measurement issues and directions for future research on the goal orientation construct are discussed.
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