Goal orientation, learning strategies, and academic performance in adult distance learning

• Ying Zhou

  Beijing Open University

• Jianhua Wang

  School of Foreign Languages, Renmin University of China, and School of Foreign Languages, Shanxi Normal University

We explored the predictive effect of goal-oriented learning strategies on Chinese adult students’ academic performance in distance learning, using self-regulated learning as the underpinning theory. The relationship was analyzed using structural equation modeling, and the results indicated that self-regulation strategies and goal orientation were positively related to academic achievement. We also found a significant and positive indirect relationship of mastery goal orientation and academic performance through self-regulated learning strategies. Further, the performance-approach goal orientation had a positive indirect influence on academic performance, with the effort-regulation strategy fully mediating this relationship. The theoretical and practical implications of these findings are discussed.

1. Ying Zhou, Beijing Open University
   Department of Liberal Arts and Social Sciences

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