Abstract
The present study investigated the relationships between goal-orientation and cognitive strategies, school failure coping style, school achievement, in order to probe into the role that goal-orientation played in self-regulated learning. Based on the result, it was hypothesized that goal-orientation served as the impetus variable in self-regulated learning, influencing the cognitive strategies which the subjects adopted to deal with the cognitive materials, and the coping style which the subjects selected when facing school failure; while the cognitive strategies and coping style directly influenced the school achievement.
| Keywords: | self-regulated learning; goal-orientation; cognitive strategies; school failure coping style |
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