The Mediating Role of Learning Strategy in the Relationship between Achievement Goals and Academic Achievement

Abstract

The study examined the mediating role of learning strategies in the relationship between achievement goals and academic achievement. The study sample consisted of 597 students selected from 13 schools using purposive, stratified, proportionate and simple random sampling procedures. The study adopted a correlational research design to establish mediation of learning strategy in the relationships between achievement goals on academic achievement. Students’ achievement goals and learning strategy scales were adapted to measure achievement goals and learning strategies. Results of the study showed that there was a partial mediation of deep learning in the relationship between mastery goals and academic achievement. Partial mediation of surface learning strategy was equally reported, in the relationship between performance-approach goals and academic achievement.