engleski

Goal Orientation Patterns, Self-Regulated Learning, and Academic Achievement in High-School Students: The Role of Perceived Parent Goal Orientation

The aim of the present study was to identify patterns of goal orientations in high-school students and to examine the relations between perception of parents’ goal orientation and motivational and cognitive components of self-regulated learning in each group with specific goal orientation pattern, as well as the relevance of these components as predictors of academic achievement. High-school students (N = 358) responded to a self-report questionnaire, which included Personal achievement goal orientation scales, and Perceptions of parent goal scales from PALS (Midgley et al., 2000) and five subscales from Components of Self-Regulated Learning Inventory (Niemivirta, 1998): Students’ goal orientation, Perceived control, Perceived ability, Value of studying, Deep processing strategies, Surface processing strategies and Self-handicapping. GPA was used as indicator of academic achievement. Cluster analysis of the scores of students’ goal orientation revealed three clusters with specific goal orientation pattern: (1) mastery-oriented group (above average mastery, below average performance and work-avoidance) ; (2) multiple goals group (above average in all three orientations) ; (3) work-avoidance group (above average workavoidance, below average mastery and performance orientation). Correlation analysis showed that perceived parents’ orientation on mastery and performance were independent in mastery-oriented group of students, while parents’ orientations were moderately positively related in other two groups. Perceived parents orientation on mastery showed positive correlations with all components of self-regulated learning in mastery-oriented group. Motivational components of self-regulated learning were positively related to deep processing strategies in mastery oriented group and multiple goals group. Regression analyses showed that perceived ability significantly predicted academic achievement in students oriented on mastery, while lower perceived parents’ orientation on performance significantly predicted academic achievement in multiple goals and workavoidance group. Lower use of self-handicapping strategies significantly predicted academic achievement in all three goal orientation groups.

Goal orientation patterns; self-regulated learning; academic achievement

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