Survey on Relationship between Goal Orientation and Learning Strategies with Academic Stress in University Students

Abstract

This study examine the relationship between goal orientation and learning strategies with academic stress in university students(150 male and 150 female) which were selected among 4 college by cluster sampling method. Goal orientation questionnaire (Button, Mathieu and Zajac, 1996) and learning strategies questionnaire (Pintrich and Degroot, 1990) and academic stress questionnaire (Gadzella, 1991) were used as the research instrument. Finding show that there was a positive meaningful relationship between learning goal orientation with learning strategies (cognitive and met cognitive) and academic stress. Also there was negative meaningful correlation between performance goal orientation and learning strategies (cognitive and Meta cognitive). These finding also reveals that learning strategies (cognitive and Meta cognitive) have negative meaningful correlation with academic stress. Finally findings displays that academic stress is predictable through linear regression of goal orientation component and learning strategies. So totally these variables were explained 9/6 percent of the variance of academic stress.