title: [Academic goals, cognitive and self-regulatory strategies].
abstract: In this paper we analyze differences between cognitive (selection, organizational, elaboration and rehearsal) and self-regulatory (planning, monitoring-regulating) strategies depending on academic goals. A total of 447 obligatory secondary education students (55% boys and 44,7% girls) participated in this study. The results indicated that as well as learning goals, other goals (obtain social approval or a good job) are related to the use of strategies and study engagement. Even performance-approach and performance-avoidance goals are significantly related to cognitive and self-regulatory strategies use.
authors.affiliation: Universidad de A Coruña, Spain. vallar@ude.es
authors.forename: Antonio
authors.initials: A
authors.lastname: Valle
authors.forename: Ramón G
authors.initials: RG
authors.lastname: Cabanach
authors.forename: Susana
authors.initials: S
authors.lastname: Rodríguez
authors.forename: José C
authors.initials: JC
authors.lastname: Núñez
authors.forename: Julio A
authors.initials: JA
authors.lastname: González-Pienda
mesh_terms: D000293:Adolescent; D002321:Career Choice; D002755:Choice Behavior; D003071:Cognition; D003258:Consumer Behavior; D004522:Educational Status; D005260:Female; D006040:Goals; D006801:Humans; D007858:Learning; D008297:Male; D008568:Memory; D009042:Motivation; D026684:Personal Autonomy; D010934:Planning Techniques; D000297:Psychology, Adolescent; D012928:Social Desirability; D011795:Surveys and Questionnaires