Using Achievement Goal Orientation and Self-Regulated Learning Strategy as Predictors of Academic Achievement in English Language Among the Secondary School Students’ in Anambra State, Nigeria

Ames, C. (1992). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. Anyanwu, A. N., & Emesi, K. E. (2020). Secondary school students’ self-esteem and achievement goal orientation as correlate of academic achievement in mathematics in Anambra state. International Journal of Multidisciplinary and Current Educational Research, 2 (5) 218-226. Baker, N.A., Shuaibu, A., & Baker, R.A. (2017). Correlation of self-regulated learning and academic achievement among university, Sultan Zainal Abidin undergraduate students. International Journal of Academic Research in Business and Social Sciences, 7(4). Bandura, A. (1986). Social foundation of thought and action: A social; cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Dweck, C. S. (2006). Motivational processes affecting learning. American Psychologist, 41, 1040-1048. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95 (2), 256-273. Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103 (3), 632-648. doi: 10.1037/a0023952. Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, (3), 501-519. Elliot, A. J., & Harackiewicz, J. M. (2006). Approach and avoidance achievement goal and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology. 70, (3), 461-475. Emesi K.E. (2017). Relationship among secondary school students’ achievement goal orientation, academic self-concept and academic achievement in Anambra State. Unpublished Master’s thesis. Harackiewicz, J. M. Barron, K. K, Tauer, J. P., & Elliot, A. J. (2012). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94 (3), 562-645. Haradhan, M. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University, 17(3), 58-82. Kaplan, A., & Maehr, M. (2007). Achievement goals and students well being. Contemporary Educational Psychology, 24, 330-358. Kanagul, B .I. (2015). The relationship between self-regulated learning strategies and academic achievement in a Turkish EFL setting. Academic Journals, 8 (17), 1544- 1550. Maehr, M.L., & Zosho, A. (2009). Achievement goal theory: The past, present, and future. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77-104). New York, NY: Routlege. Matos, Lens, W., & Vansteenkiste, M. (2007). Achievement goals, learning strategies a nd language achievement among Peruvian, high school students. Psychologica Belgica, 47 (12)51-70. Mehrens ,W. A, & Lehmann, I . J.(2016). Measurement and evaluation in education and psychology. New York Holt , Rinhart and Winston. Mischel, W. & Ayduk, O. (2004). Willpower in a cognitive-affective processing system. In R. E. Baumeister & K. D, Vohs (Eds.). Handbook of self-regulation (pp. 99-129). New York: Guilford Press. Mohamed, A. H.H. (2012). The relationship between metacognition and self-regulation in young children. Procedia Social and Behavioural Science, 69, 477-486. Mottus, R, Baumert, A., & Bank, M. D. (2020). Descriptive, predictive and explanatory personality research: Different goals, different approaches, but a shared need to move beyond the big few traits. European Journal of Personality, 15 (6), 38- 56. Niepel, C. Brunner, M., & Preckel, F. (2014). Achievement goal, academic self-concept, and school grades in mathematics: longitudinal reciprocal relations in above average ability secondary school students. Contemporary Educational Psychology, 39, 301-313. Pintrich, P . R, Smith, D . A . F, Garcia, T., & Mckeachie, W . J. (1976). A manual for the use of motivated strategies for learning questionnaire (MSLQ). Ann Arbor, Michigan: University of Michigan. Pintrich, P.R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance: Issues and education applications. Hilledale, NJ: Lawrence Erlbaum. Stalwirth-Clark, R., Cochran, J., Nolen, M. T., Tuggle, D. L., & Scoff, J. S. (2000). Test anxiety and performance on reading competency test. Research and Teaching in Developmental Education, 17, 39-47. Urdan, T.C., & Maehr, M . L. (1995). Beyond a two-goal theory of motivation and achievement. A case for social goals. Review of Educational Research, 65(3),213-243. Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key sub processes. Contemporary Educational Psychology, 16, 307-313. Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self regulated learning. In D. H Schunk & and B. J. Zimmerman (Eds.). Motivation and self- regulated learning: Theory, research, and application (pp. 1-30). New York:Laurance Erlbaum.