Resumo

DALBOSCO, Simone Nenê Portela; FERRAZ, Adriana Satico  e  DOS SANTOS, Acácia Aparecida Angeli. Achievement goals, self-regulation of learning and self-perception of performance in undergraduates. Rev. bras. orientac. prof [online]. 2018, vol.19, n.1, pp. 75-84. ISSN 1984-7270.  http://dx.doi.org/1026707/1984-7270/2019v19n1p75.

The present study assessed the correlations and the predictive level between achievement goals and self-regulated learning, and verified the differences in self-perception of undergraduates' academic performance in both constructs. Participated in this study 404 undergraduates (M_age = 19.62, SD = 4.870). The instruments used in the collective data collection were the Sociodemografic Questionnaire, the Inventory of Learning Self-Regulation Processes-IPAA and the Motivation for Learning Assessment Scale-EMAPRE-U. A correlation was identified between the IPAA and the learning goal (r = 0.24). The learning goal and performance-approach goal proved to be predictors of the IPAA. Undergraduates with high perceptions of academic achievement scored higher on the learning goal, while those with low self-perception scored higher on performance-avoidance goal.

Palavras-chave : Motivation; learning; school performance.

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