Description

The study investigated whether self-regulation, self-efficacy, and metacognition can predict
achievement goal orientations. There were 153 high school students and 183 college students
who participated and surveyed using the self-regulation interview, self-efficacy questionnaire,
metacognitive performance assessment, and a goal orientation measure. In the regression
model, the high school (early adolescence) and college students (late adolescence) were
moderated in the prediction of achievement goals. It was found in the study that college
students are higher in all self-regulation subscales (p<.05). Mastery goal is significantly related
with all self-regulation subscales and self-efficacy. The contribution of self-efficacy on
performance orientation is significantly moderated by high school (early adolescence) and
college (late adolescents) students. This means that high school students’ with high self-efficacy
increases their performance orientation. Self-efficacy, and self-regulation strategies such as
self-consequencing, organizing, and environmental structuring are important characteristics of
mastery oriented students.