The relationship between achievement goal orientation and learning and study strategies in mathematics of college students

This descriptive correlational study was conducted to examine the relationship between achievement goal orientation (mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance) and learning and study strategies (information processing, selecting main ideas, test strategies, anxiety, attitude, motivation, concentration, self-testing, study aids, and time management). Data were gathered from 260 college students taking basic college mathematic classes by indicating their goals in the Achievement Goal Questionnaire by Elliot, & McGregor (2001) and their strategies used in learning and studying in the Learning and Study Strategies Inventory or LASSI by Weinstein and Palmer (2002). Results were analyzed by correlational analysis between the subscales of the achievement goal orientation and learning and study strategies. Key results showed that (a) there is a weak to moderate relation within the subscales of achievement goals, (b) there is a moderately strong relation within the subscales of learning and study strategies (c) mastery-avoidance goals was unexpectedly positively associated with all learning and study strategies (d) performance-approach goals showed more positive association compared to mastery-approach, and (e) selecting main ideas and time management were both positive consequences of the different achievement goals. Results were discussed based from prior findings from western and eastern literature including studies on Philippine studies both on achievement goals and learning and study strategies in mathematics