Abstract
We investigated whether there were gender differences in associations between males' and females' mastery and extrinsic goal orientations and measures of self-regulated learning (self-efficacy, cognitive, and regulatory strategies) and performance. Survey data from 445 seventh- and eighth-grade students at both the beginning and end of the year indicated that males were more extrinsically oriented than females, whereas females reported greater use of cognitive strategies than males. Regression analyses indicated that for males an extrinsic goal orientation at the beginning of the year was related to decreased self-efficacy, less use of regulatory and cognitive strategies, and decreased performance at the end of the year. Females' extrinsic orientation did not affect any of those outcomes. Females' mastery orientation at the beginning of the year predicted increased self-efficacy, and increased use of regulatory and cognitive strategies at the end of the year. There were no positive effects over time for males holding a mastery orientation.
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