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Achievement Goals, Academic Engagement and Performance: The Mediating Role of Self-Regulated Learning Strategies

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Title: Achievement Goals, Academic Engagement and Performance: The Mediating Role of Self-Regulated Learning Strategies
Language: English
Authors: Ana-Maria ?epordei (ORCID 0000-0001-9784-6018), Adrian V. Labar, Roxana E. Leonte, Florin V. Frumos, Versavia Curelaru (ORCID 0000-0003-1389-9687)
Source: British Educational Research Journal. 2025 51(6):2989-3010.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Academic Achievement, Goal Orientation, Learner Engagement, Self Management, Learning Strategies, Correlation, Cognitive Processes, Metacognition, Foreign Countries
Geographic Terms: Romania
DOI: 10.1002/berj.4213
ISSN: 0141-1926
1469-3518
Abstract: The aim of the present study was to analyse how university students' achievement goals are associated with two distinct academic outcomes: academic performance and academic engagement (i.e., cognitive, affective and behavioural). Also, it investigated the potential mediating role of cognitive and metacognitive self-regulation learning strategies in these relationships. Participants in the study were 316 Romanian university students (70.3% female). Results showed that only mastery-approach goals had an indirect association with academic performance through the use of self-regulated learning cognitive strategies. Further, mastery-approach goals were positively related, whereas performance-avoidance goals were negatively associated with all three dimensions of academic engagement. Performance-approach goals were positively associated only with behavioural engagement. Moreover, students' use of self-regulated learning cognitive and metacognitive strategies significantly mediated only the relationships between mastery-approach goals and the dimensions of academic engagement. Findings are discussed in terms of educational implications, emphasising the contribution of self-regulated learning strategies and achievement goals in improving students' academic performance and engagement.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490424
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Achievement Goals, Academic Engagement and Performance: The Mediating Role of Self-Regulated Learning Strategies
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Ana-Maria+%3Fepordei%22">Ana-Maria ?epordei</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9784-6018">0000-0001-9784-6018</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adrian+V%2E+Labar%22">Adrian V. Labar</searchLink><br /><searchLink fieldCode="AR" term="%22Roxana+E%2E+Leonte%22">Roxana E. Leonte</searchLink><br /><searchLink fieldCode="AR" term="%22Florin+V%2E+Frumos%22">Florin V. Frumos</searchLink><br /><searchLink fieldCode="AR" term="%22Versavia+Curelaru%22">Versavia Curelaru</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1389-9687">0000-0003-1389-9687</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Educational+Research+Journal%22"><i>British Educational Research Journal</i></searchLink>. 2025 51(6):2989-3010.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 22
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Romania%22">Romania</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1002/berj.4213
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  Data: 0141-1926<br />1469-3518
– Name: Abstract
  Label: Abstract
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  Data: The aim of the present study was to analyse how university students' achievement goals are associated with two distinct academic outcomes: academic performance and academic engagement (i.e., cognitive, affective and behavioural). Also, it investigated the potential mediating role of cognitive and metacognitive self-regulation learning strategies in these relationships. Participants in the study were 316 Romanian university students (70.3% female). Results showed that only mastery-approach goals had an indirect association with academic performance through the use of self-regulated learning cognitive strategies. Further, mastery-approach goals were positively related, whereas performance-avoidance goals were negatively associated with all three dimensions of academic engagement. Performance-approach goals were positively associated only with behavioural engagement. Moreover, students' use of self-regulated learning cognitive and metacognitive strategies significantly mediated only the relationships between mastery-approach goals and the dimensions of academic engagement. Findings are discussed in terms of educational implications, emphasising the contribution of self-regulated learning strategies and achievement goals in improving students' academic performance and engagement.
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  Data: 2025
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  Data: EJ1490424
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        Value: 10.1002/berj.4213
    Languages:
      – Text: English
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        PageCount: 22
        StartPage: 2989
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Self Management
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Correlation
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Metacognition
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Romania
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      – TitleFull: Achievement Goals, Academic Engagement and Performance: The Mediating Role of Self-Regulated Learning Strategies
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            NameFull: Versavia Curelaru
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