Document Type : Research Paper

Authors

• Ali Delavar ¹
• Niloofar Esmaeili ²
• Saba Hasanvandi ²
• Bagher Hasanvand ³

¹ Prpfessor of Educational measurement

² PhD student of Educational Psychology Azahra University

³ PhD student of Psychology and Education of Exceptional Children in Allameh Tabataba’i University

Abstract

The purpose of this study was to investigate and identify the contribution of each variable type of goal orientation in self-regulated learning and academic achievement is anticipated. The study was a cross-sectional descriptive co-relational approach. Population in this research includes total of students of grade 3 of high school of male and female sex in Rasht were enrolled in 2013-2014. Participants were 364 high school students (156 girls, 208 boys) of Rasht with the use of multistage clustering sampling and regard to the capacity of association are selected. Measures were questionnaire learning ways of Pintrich and Digrout, questionnaire evaluation goal orientation Elliot and McGregor. Analyzing and evaluation were conducted by multivariate regression with the use of SPSS.19. Research findings indicate that self-regulated learning and mastery orientation have positive effects on academic achievement and performance orientation as negative effects is a meaningful prediction for academic achievement of students and share of self-regulated learning ways in this is more from the others.

Keywords

• Academic Achievement
• Goal Orientation
• self-regulation of learning
• students