摘要：Previous research highlights that self-regulated learning makes a diff erence
in students’ achievement, and is helpful in improving their performance. The
present study aimed to test a model which assumed that relationships between selfregulated
learning and academic performance are mediated by the achievement
goals that students endorse. 254 students enrolled in Psychology undergraduate
courses were tested. The results showed that performance-approach goals
were those which predicted grades and not mastery-approach goals. Moreover,
performance-approach goals mediated the relationship between self-effi cacy and
academic performance. Also, two of the self-regulated learning components’ (i.e.,
self-effi cacy and self-regulation) predict academic performance directly, no matter
what type of achievement goals students pursue. Knowing this, teachers can help
students to learn better, to monitor their progress and to achieve their objectives.
关键词：self;regulated learning; achievement goals; academic performance;
motivation; social integration;
