The purpose of this study was to examine the underlying mechanism between goal orientations and academic expectation for online learners. We simultaneously studied the structural relationships among 2×2 achievement goal orientations, self-regulated learning strategies (SRL), supportive online learning behaviors, and expected academic outcome in various online courses with 93 respondents (70 undergraduate and 23 graduate students). Specifically, we tested the mediation effects of both self-regulated learning strategies and supportive online learning behaviors on the relation between achievement goal orientations and students’ academic expectations. The results showed that two of the achievement goal orientations – mastery-approach goals (MAP) and mastery-avoidance goals (MAV) – predicted the adoption of the self-regulated learning strategies and supportive online learning behaviors, which, in turn, predicted students’ expected academic outcome for their online course. Specifically, students with higher mastery-approach goals were more likely to adopt different types of self-regulated learning strategies and supportive online learning behaviors to facilitate their learning experience, which further enhanced their expectation for their academic outcome. By contrast, students with higher mastery-avoidance goals were less likely to adopt self-regulated learning strategies and supportive online learning behaviors, which, in turn, led to lower grade expectations.

中文翻译：

---

大学生的成就目标定向如何预测他们预期的在线学习成果：自我调节学习策略和支持性在线学习行为的中介作用

这项研究的目的是研究目标取向和在线学习者的学术期望之间的潜在机制。我们同时在93名受访者（70名本科生和23名研究生）的各种在线课程中研究了2×2成就目标定向，自我调节学习策略（SRL），支持性在线学习行为以及预期学习成果之间的结构关系。具体来说，我们测试了自我调节学习策略和支持性在线学习行为对实现目标目标定向与学生学习期望之间的中介作用。结果表明，成就目标定向中的两个-掌握方法目标（MAP）和避免掌握目标（MAV）-预测采用自我调节的学习策略和支持性的在线学习行为，从而反过来预测学生预计他们的在线课程会有学术成果。具体而言，具有较高掌握方法目标的学生更有可能采用不同类型的自我调节学习策略和支持性的在线学习行为，以促进他们的学习体验，从而进一步提高他们对学习成绩的期望。相比之下，具有较高的避免掌握目标的学生则不太可能采用自我调节的学习策略和支持性的在线学习行为，从而导致较低的年级期望。反过来，它可以预测学生的在线课程预期的学习成绩。具体而言，具有较高掌握方法目标的学生更有可能采用不同类型的自我调节学习策略和支持性的在线学习行为，以促进学习体验，从而进一步提高他们对学习成绩的期望。相比之下，具有较高的避免掌握目标的学生则不太可能采用自我调节的学习策略和支持性的在线学习行为，从而导致较低的年级期望。反过来，它可以预测学生的在线课程预期的学习成绩。具体而言，具有较高掌握方法目标的学生更有可能采用不同类型的自我调节学习策略和支持性的在线学习行为，以促进学习体验，从而进一步提高他们对学习成绩的期望。相比之下，具有较高的避免掌握目标的学生则不太可能采用自我调节的学习策略和支持性的在线学习行为，从而导致较低的年级期望。具有较高掌握方法目标的学生更有可能采用不同类型的自我调节学习策略和支持性的在线学习行为，以促进学习体验，从而进一步提高他们对学习成绩的期望。相比之下，具有较高的避免掌握目标的学生则不太可能采用自我调节的学习策略和支持性的在线学习行为，从而导致较低的年级期望。具有较高掌握方法目标的学生更有可能采用不同类型的自我调节学习策略和支持性的在线学习行为，以促进学习体验，从而进一步提高他们对学习成绩的期望。相比之下，具有较高的避免掌握目标的学生不太可能采用自我调节的学习策略和支持性的在线学习行为，从而导致较低的年级期望。