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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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