Relationship between achievement goal orientations and use of learning strategies

Somuncuoğlu, Yeşim
Yildirim, Ali
Students' achievement goal orientations, learning strategies, and the relationship between them were identified. One hundred and eighty-nine students enrolled in an undergraduate educational psychology course completed a questionnaire on goal orientations and learning strategies. Results indicated that most of the students were close to mastery orientation and somewhat ego-social. Students used deep cognitive strategies often; they used surface and metacognitive strategies occasionally. Mastery orientation predicts use of deep cognitive and metacognitive strategies; when such an orientation is salient, however, less surface cognitive strategy use is expected. Ego-social orientation predicts surface cognitive strategy use but does not relate to deep and metacognitive strategy use. Work-avoidant orientation negatively correlates with deep cognitive and metacognitive strategy use.

Citation Formats
Y. Somuncuoğlu and A. Yildirim, “Relationship between achievement goal orientations and use of learning strategies,” JOURNAL OF EDUCATIONAL RESEARCH, vol. 92, pp. 267–277, 1999, Accessed: 00, 2020. [Online]. Available: