Relationship between Learning Strategies and Goal Orientations: A Multilevel Analysis

strategies and goal orientations: A multilevel analysis. Eurasian Journal of Educational Research, xx, xx-xx. Problem Statement: Motivation plays an important role in explaning students ’ academic achievement. In an effort to explain students ’ purposes for learning and their reasons why they engage in a learning activity, different achievement goal models (dichotomous, trichotomous, and 2x2) has been proposed over time. The present study aimed to extend previous research by employing the most recent model-2x2 achievement goal framework-, using multilevel analysis techniques at the high school level. Purpose of Study: The purpose of this study was to examine the relationship between Turkish high school students ’ learning strategies and their goal orientations in chemistry course using multilevel analysis. Learning strategies included rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation; while, goal orientations consisted of performance-approach, performance-avoidance, mastery-approach, and mastery-avoidance goals. Method: A total of 1157 (620 females, 537 males) high school students coming from 50 classrooms (classroom size ranged from 14 to 33) participated in the study. Learning strategies were assessed by the Cognitive and Metacognitive Strategies Scale. Students ’ goal orientations were measured by the Goal Orientation Scale based on the 2x2 achievement goal framework. Since students were nested in classrooms, multilevel approach as a statistical technique was employed. For each strategy type, Hierarchical Linear Modeling analysis was run. Students