The relationship between goal achievements, motivational regulation strategies, and learning habits in junior high school students

Abstract

This study examined the relationships between motivational regulation strategies, goal achievements, and learning habits in junior high school students. A total of 288 junior high school students completed a selfadministered questionnaire. We focused on the students' representative motivational regulation styles, i.e., intrinsic vs extrinsic motivational regulation. Structural equation modeling revealed the following: (a) mastery goals promoted an intrinsic regulation strategy, which in turn, facilitated development of beneficial learning habits; (b) performance-approach goals promoted an extrinsic regulation strategy, which by contrast inhibited the development of beneficial learning habits. These results suggest that goal achievement positively affects learning behavior mediated by motivational regulation strategies. In light of these findings, we discuss the importance of intrinsic regulation strategies in promoting beneficial learning habits in junior high school students.