Achievement goals, regulation strategies and academic performance in various university research studies
Abstract
This article presents and discusses two empirical objectives: a) to analyze the relationship between achievement goals, regulation strategies and academic performance in college students, and b) to analyze the existence of significant differences between regulation strategies and achievement goals in science subjects.
The sample was made up of 234 Spanish university students studying different science degrees.
With regard to the first objective, the results show that only achievement goals by approximation and self-regulation strategies are related to academic performance. Regarding the second, the results show that students in health sciences and engineering degrees achieve higher scores on achievement goals and self-regulation strategies. From these results, we suggest further analysis of the influence of contextual variables on achievement goals, self-regulation strategies and academic performance.
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