期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2017
卷号：2
期号：1
页码：65-81
语种：English
出版社：International Electronic Journal of Elementary Education
其他摘要：The present study examined the predictiveness of self-regulated learning strategies andgoal orientation of elementary students’ academic achievement. Eighty one (n = 81) fifthgraders were asked to respond to two scales. It was hypothesized that studentachievement would be predicted by prior achievement, use of self-regulation strategies,and goal orientation. Results showed that prior achievement and use of self-regulationstrategies accounted for a significant amount of variance in students’ academicachievement. Overall, goal orientation was not a significant predictor of students’outcomes measures across different subject areas. Areas for future research are exploredand implications for school personnel are provided.
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