The Role of Self-Regulated Strategies and Goal Orientation in Predicting Achievement of Elementary School Children

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.