Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

Abstract

Previous research highlights that self-regulated learning makes a diff erence in students' achievement, and is helpful in improving their performance. The present study aimed to test a model which assumed that relationships between selfregulated learning and academic performance are mediated by the achievement goals that students endorse. 254 students enrolled in Psychology undergraduate courses were tested. The results showed that performance-approach goals were those which predicted grades and not mastery-approach goals. Moreover, performance-approach goals mediated the relationship between self-effi cacy and academic performance. Also, two of the self-regulated learning components' (i.e., self-effi cacy and self-regulation) predict academic performance directly, no matter what type of achievement goals students pursue. Knowing this, teachers can help students to learn better, to monitor their progress and to achieve their objectives.