LONG-TERM EDUCATIONAL-GOALS, SUBGOALS, LEARNING-STRATEGIES USE AND THE ACADEMIC-PERFORMANCE OF COLLEGE-STUDENTS

This study attempted to answer the question: ''What are the direct and indirect effects of long-term educational goals on educational subgoa ls, learning strategies use and academic performance?'' Results from t he study showed that long-term educational goals had a direct effect o n educational subgoals and an indirect effect on learning strategies u se and academic performance. In addition, the investigation of individ ual differences related to learning strategies use indicated that when long-term educational goals are accompanied by the accomplishment of educational subgoals and a sufficient number of useful learning strate gies, academic performance tended to improve.