Goal orientation, learning strategies, and academic performance in adult distance learning

Bibliographic Data

ID13920344
AuthorsYing Zhou (0000-0001-7335-5601), Zhou Ying (0009-0000-3849-266X, corresponding author), Jianhua Wang (0000-0003-4284-1708), Wang Jian-hua
Year2019
Volume47
Issue7
Pages1-20
Publication date2019-03-25
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Behavior and Personality An International Journal (JOURNAL)
Journal identifiersISSN: 0301-2212 • E-ISSN: 1179-6391
PublisherScientific Journal Publishers Limited (PUBLISHER)
DOI10.2224/sbp.8195
OpenAlexW2934144814
LanguageEN
Citations received7

We explored the predictive effect of goal-oriented learning strategies on Chinese adult students' academic performance in distance learning, using self-regulated learning as the underpinning theory. The relationship was analyzed using structural equation modeling, and the results indicated that self-regulation strategies and goal orientation were positively related to academic achievement. We also found a significant and positive indirect relationship of mastery goal orientation and academic performance through self-regulated learning strategies. Further, the performance-approach goal orientation had a positive indirect influence on academic performance, with the effort-regulation strategy fully mediating this relationship. The theoretical and practical implications of these findings are discussed

Academic achievement · Cognitive psychology · Goal Orientation · Mathematics education · Orientation (vector space · Self-regulated learning · Structural equation modeling · Underpinning · Computer Science · Impact of Technology on Adolescents · Online and Blended Learning · Psychology · Social Psychology

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