Relationship between achievement goal orientations and use of learning strategies


Somuncuoglu Y., Yildirim A.

JOURNAL OF EDUCATIONAL RESEARCH, vol.92, pp.267-277, 1999 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 92
  • Publication Date: 1999
  • Doi Number: 10.1080/00220679909597606
  • Journal Name: JOURNAL OF EDUCATIONAL RESEARCH
  • Journal Indexes: Social Sciences Citation Index, Scopus
  • Page Numbers: pp.267-277

Abstract

Students' achievement goal orientations, learning strategies, and the relationship between them were identified. One hundred and eighty-nine students enrolled in an undergraduate educational psychology course completed a questionnaire on goal orientations and learning strategies. Results indicated that most of the students were close to mastery orientation and somewhat ego-social. Students used deep cognitive strategies often; they used surface and metacognitive strategies occasionally. Mastery orientation predicts use of deep cognitive and metacognitive strategies; when such an orientation is salient, however, less surface cognitive strategy use is expected. Ego-social orientation predicts surface cognitive strategy use but does not relate to deep and metacognitive strategy use. Work-avoidant orientation negatively correlates with deep cognitive and metacognitive strategy use.