The Role of Self-Regulated Strategies and Goal Orientation in Predicting Achievement of Elementary School Children
Year: 2009
Type: article
Study design: Observational Study
Abstract: The present study examined the predictiveness of self-regulated learning strategies andgoal orientation of elementary students’ academic achievement. Eighty one (n = 81) fifthgraders were asked to respond to two scales. It was hypothesized that studentachievement would be predicted by prior achievement, use of self-regulation strategies,and goal orientation. Results showed that prior achievement and use of self-regulationstrategies accounted for a significant amount of variance in students’ academicachievement. Overall, goal orientation was not a significant predictor of students’outcomes measures across different subject areas. Areas for future research are exploredand implications for school personnel are provided.
Authors: Anastasia Kitsantas, Sam Steen, Faye Huie
Institutions: George Mason University, George Washington University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $350
OpenAlex ID: W2183290820