Investigating Predictive Role of 2x2 Achievement Goal Orientations on Learning Strategies with Structural Equation Modeling

Abstract

The purpose of this study is to examine the relationships between achievement goal orientations and Learning Strategies. The sample of study consists of 350 public high school students (135 males and 215 females, mean age: 17± 0.65) from two high schools in Kerman province of Iran selected by random multistage cluster sampling method. In this study, The Achievement Goal Orientations Scale (Elliot & McGregor, 2001) and Learning Strategies Scale (Kember, Biggs, & Leung, 2004) were used. Structural equation modeling (SEM) was used to test the hypotheses. In correlation analysis, mastery goals predicted positive deep strategy and performance goals predicted positive surface strategy in a positive way. The model demonstrated fit (χ2/df= 1.99, GFI= .97, AGFI= .97, CFI= .93, NFI= .93, RFI= .93, and RMSEA= .05). According to the results, achievement goal orientations (exception of the path from performance-approach to deep strategy) were significant determinants of learning strategies. Results were discussed in the light of literature.