Abstract
This study attempted to answer the question: "What are the direct and indirect effects of long-term educational goals on educational subgoals, learning strategies use and academic performance?" Results from the study showed that long-term educational goals had a direct effect on educational sub-goals and an indirect effect on learning strategies use and academic performance. In addition, the investigation of individual differences related to learning strategies use indicated that when long-term educational goals are accompanied by the accomplishment of educational subgoals and a sufficient number of useful learning strategies, academic performance tended to improve.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 399-412 |
| Number of pages | 14 |
| Journal | Learning and Individual Differences |
| Volume | 6 |
| Issue number | 4 |
| DOIs | |
| State | Published - 1994 |
| Externally published | Yes |
ASJC Scopus subject areas
- Social Psychology
- Education
- Developmental and Educational Psychology