Assessing Students’ Study Strategies and Achievement Goals
The International Journal of Educational and Psychological Assessment, Vol. 12, No. 1, 2012
24 Pages Posted: 30 Jun 2013
Date Written: December 2012
The present study examined the relationship between achievement goal orientation (mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance) and the learning and study strategies (information processing, selecting main ideas, test strategies, anxiety, attitude, motivation, concentration, self-testing, study aids, and time management). Data were gathered from 260 college students taking basic college mathematic classes by indicating their goals in the Achievement Goal Questionnaire (Elliot & McGregor, 2001) and their strategies used in learning and studying using the Learning and Study Strategies Inventory (LASSI, Weinstein & Palmer, 2002). A correlational analysis between the subscales of the achievement goal orientation and learning and study strategies was conducted to determine the constructs’ convergent and divergent validity. Key results showed that (a) there is a weak to moderate relation within the subscales of achievement goals, (b) there is a moderately strong relation within the subscales of learning and study strategies (c) mastery-avoidance goals was unexpectedly positively associated with all learning and study strategies (d) performance-approach goals showed more positive association compared to mastery-approach, and (e) selecting main ideas and time management were both positive consequences of the different achievement goals. Path analysis from achievement goal factors to each study strategy showed significant parameter estimates. Convergence was attained from achievement goals to each study strategy.
Keywords: Learning strategies, Achievement goals, Mathematics learning
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