The Role of Self-Regulated Strategies and Goal Orientation in Predicting Achievement of Elementary School ChildrenReport as inadecuate




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International Electronic Journal of Elementary Education, v2 n1 p65-81 Oct 2009

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.

Descriptors: 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

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





Author: Kitsantas, Anastasia; Steen, Sam; Huie, Faye

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3173&id=EJ1052011



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