The Role of Self-Regulated Strategies and Goal Orientation in Predicting Achievement of Elementary School Children

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 achie...

Full description

Saved in:
Bibliographic Details
Published inInternational electronic journal of elementary education Vol. 2; no. 1; pp. 65 - 81
Main Authors Anastasia KITSANTAS, Sam STEEN, Faye HUIE
Format Journal Article
LanguageEnglish
Published Kura Publishing 01.10.2009
Subjects
Achievement
Elementary Students
Motivation
Self Regulation
Online AccessGet full text

Cover

More Information
Summary: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.
ISSN:1307-9298
1307-9298