Relationship between types of goal orientation and self-regulated learning strategies with academic achievement

The purpose of this study is to investigate and identify the contribution of each variable types of goal orientation in self-regulated learning and academic achievement is anticipated. The study was a cross-sectional descriptive co-relational approach. Population in this research include total of students of three grade of high school of boy and girl sex in Rasht were enrolled in 2013-2014. Participants were 364 high school students (156 girls, 208 boys) of Rasht with use of multistage clustering sampling and regard to capacity of association are selected. Measures were questionnaire learning ways of Pintrich and Digrout, questionnaire evaluation goal orientation Elliot and McGregor. Analyzing and evaluation was done by multivariate regression with use of SPSS.19. Research findings indicate that self-regulated learning and mastery orientation have positive effects on academic achievement and performance orientation as negative effects is a meaningful prediction for academic achievement of students and share of self-regulated learning ways in this is more from the others.