THE RELATION BETWEEN GOAL ORIENTATION AND STUDENTS MOTIVATIONAL BELIEFS AND SELF-REGULATED LEARNING

The relations between three goal orientations and students' motivation al beliefs and self-regulated learning were examined in a correlationa l study of 434 seventh and eighth grade students. Data were collected over two time points (fall and spring) within one school year with sel f-report questionnaires. Regression analyses revealed that adopting a learning goal orientation and a relative ability goal orientation resu lted in a generally positive pattern of motivational beliefs including adaptive levels of task value, self-efficacy, and test anxiety, as we ll as cognition including higher levels of cognitive strategy use, sel f-regulation, and academic performance. Results showed that adopting a n extrinsic goal orientation led to more maladaptive motivational and cognitive outcomes. These Endings were replicated across three differe nt academic subject areas of English, math, and social studies. Result s are discussed in terms of the implications for goal theory.