Investigating Predictive Role of 2x2 Achievement Goal Orientations on Learning Strategies with Structural Equation Modeling

Background: Achievement goal theory has become a dominant viewpoint in understanding students’ Learning Strategies. Recently, a large body of research has investigated the association of achievement goals with Learning Strategies. However, to date, studies have not directly examined the relationships between 2X2 achievement goals and the Learning Strategies. In this study concerns how the four achievement goal orientations (based on 2×2 achievement goal orientations model) predicting Learning Strategies. Method: A total of 350 public high school students (135 males and 215 females, mean age: 17± 0.65) from two high schools in the Kerman province of Iran were selected by random multistage cluster sampling method. Participants completed Achievement Goal Questionnaire Items (Elliot & McGregor, 2001), and 20 items from the Learning Strategies Inventory (Biggs, Kember & Leung, 2001). Structural equation modeling (SEM) was used to test the hypotheses . Results: Mastery goals predicted positive deep strategy and performance goals predicted positive surface strategy in a positive way. Conclusion: The current study provides empirical evidence supporting the hypothesis that achievement goal orientation as significant determinants of learning strategies.

achievement goal orientation, learning strategies, Structural Equation Modeling