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 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.


Self Regulation, Motivation, Achievement, Elementary Students

Paper Details

Paper Details
Topic Environmental Education
Pages 65 - 81
Issue IEJEE, Volume 2, Issue 1, Special Issue Metacognition
Date of acceptance 01 October 2009
Read (times) 813
Downloaded (times) 377

Author(s) Details


George Mason University, United States, United States


The George Washington University, United States, United States


George Mason University, United States, United States


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