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 |
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| Language: | English |
| Authors: | Ana-Maria ?epordei (ORCID |
| 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 |
| 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. |
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| ISSN: | 0141-1926 1469-3518 |
| DOI: | 10.1002/berj.4213 |
