The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children

Main Article Content

Anastasia Kitsantas Sam Steen Faye Huie

Abstract

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.

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KITSANTAS, Anastasia; STEEN, Sam; HUIE, Faye. The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children. International Electronic Journal of Elementary Education, [S.l.], v. 2, n. 1, p. 65-81, aug. 2017. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/258>. Date accessed: 18 nov. 2019.
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