Achievement Goal Orientations as Predictors of Self-Regulated Learning Strategies of International ESL Students

Autor/in	Lin, Xi
Titel	Achievement Goal Orientations as Predictors of Self-Regulated Learning Strategies of International ESL Students
Quelle	In: International Journal of Teaching and Learning in Higher Education, 31 (2019) 2, S.214-223 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Foreign Students; Goal Orientation; English (Second Language); Second Language Learning; Second Language Instruction; Learning Strategies; Correlation; Academic Achievement; Student Attitudes; Metacognition; Learning Processes; Competition; Student Motivation; Research Universities; Questionnaires; Mastery Learning; Help Seeking; Predictor Variables; College Students; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation; Schulleistung; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Wettkampf; Schulische Motivation; Forschungseinrichtung; Fragebogen; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Prädiktor; Collegestudent
Abstract	As the number of enrolled international ESL students in the US institutions increases rapidly, it is important to understand these students' goal orientations and learning strategies in order to help them achieve the academic goals. Therefore, this study examines the relationship between achievement goal orientations and self-regulated learning strategies of 173 international ESL students in a large southeastern research institution in the US. Results indicate that approach goal orientations are positively associated with students' self-regulated learning, while avoidance goal orientations are negatively linked with their self-regulated learning. Additionally, international ESL students have a strong intention of learning a specific knowledge as well as showing competitiveness, and these motivations drive them to use various self-regulated learning strategies during the learning process. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01