Abstract
The purpose of this study was to test a model of relations among goal orientation, study strategies and achievement. The model postulated that academic achievement and goal orientations are related where achievement is related positively to mastery and performance goals but related negatively to avoidance. The mastery goal was postulated as a positive predictor of deep processing but a negative predictor of disorganization; the performance goal was posited as a positive predictor of surface processing and deep processing and a negative predictor of disorganization. The performance avoidance goal was posited as a positive predictor of disorganization, but a negative predictor of deep processing and surface processing. As predicted, the mastery goal was a positive predictor of deep processing, the performance goal was a positive predictor of surface processing and avoidance was a positive predictor of disorganization. Achievement was a positive predictor of both surface processing and disorganization
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