The Role of Self-Regulated Strategies and Goal Orientation in Predicting Achievement of Elementary School Children

International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: [email protected]; Web site: http://www.iejee.com

Y

17

Elementary School Students; Academic Achievement; Learning Strategies; Independent Study; Predictive Validity; Goal Orientation; Grade 5; Statistical Analysis; Correlation; Regression (Statistics); Grade Point Average; Scores; Standardized Tests

Motivated Strategies for Learning Questionnaire; Patterns of Adaptive Learning Survey

1307-9298

The present study examined the predictiveness of self-regulated learning strategies and goal orientation of elementary students' academic achievement. Eighty one (n = 81) fifth graders were asked to respond to two scales. It was hypothesized that student achievement would be predicted by prior achievement, use of self-regulation strategies, and goal orientation. Results showed that prior achievement and use of self-regulation strategies accounted for a significant amount of variance in students' academic achievement. Overall, goal orientation was not a significant predictor of students' outcomes measures across different subject areas. Areas for future research are explored and implications for school personnel are provided.

As Provided

35

2015

EJ1052011