English abstract
The aim of the study was to investigate the relationship between the Achievement Goal Orientation and Self-Regulated Learning Strategies and to investigate the differences on this relationship between gender and academic achievement. The study was conducted on a sample of 496 students from 11th grade in Al- Batinah North region. To achieve the study goals, Achievement Goal Orientation questionnaire (AGO) and Motivating Strategies for Learning questionnaire ( MSLQ) were used. the study findings were as follow: there are significant differences at 0,03 among all dual comparisons of motivating strategies except the comparison between the learning and performance self-efficacy and extrinsic goal orientation. Also there are significant differences at 0,01 between all dual comparisons of cognitive and metacognitive strategies, while there were no significant differences among all the strategies for resource management. All means showed that the most used strategies among self-regulated learning Strategies by students was the motivation strategy, which is presented by task value, intrinsic goal orientation, and then cognitive and metacognitive strategies. There are significant differences at 0,008 among all dual comparisons for achievement goals except those related to performance/avoidance a mastery/avoidance to which the comparisons were not significant. .
The most related achievement goals to the self regulated learning were the mastery/approach followed by performance/approach. There were significant relationships at 0,05 among all self-regulated learning strategies and achievement goals except the relationship between performance / avoidance goals and all self-regulated learning strategies. There were significant differences at 0,05 in the relationship among all self-regulated learning strategies and achievement goals according to gender. These relationships were stronger with females than males.
There were significant differences in the relationship among self-regulated learning strategies and achievement goals according to achievement. The relationships between each of mastery/approach goals, mastery/avoidance goals and performance/avoidance goals with self-regulated learning strategies were stronger with low achieving students.
