| As institutions of higher learning are regarded as the main front to supply high-quality talents for the society,the grades of students in large-scale authoritative examinations are one of the most important criteria for measuring the quality of talent training.Given that,researchers have made tremendous explorations of potential factors that affect student’s academic processes and results.Among many influencing factors,achievement goal orientation,as an important motivation variable,is widely seen as the primary element that affects learners’ academic achievement.With the deepening of research,scholars at home and abroad have found that achievement goal orientation not only directly affects students’ academic achievement,but also indirectly affects students’ academic achievement through self-regulated learning strategies（e.g.,Pintrich et al,1990;Elliot et al,1999;Sun Wenjie,2019）.However,the aforementioned literature on the relationship between achievement goal orientation,self-regulated learning strategies,and English academic achievement overlooked the group of English majors and did not conduct specific analysis of the four dimensions of achievement goal orientation.The thesis takes 285 English majors as the research subjects,using Liu Huijun and Guo Dejun’s（2003）College Students’ English Achievement Goal Orientation Questionnaire and Pintrich’s（1991）Motivated Strategies for Learning Questionnaire（MSLQ）,to investigate the status quo of college students’ achievement goal orientation and self-regulated learning strategies,their relationship with English academic achievement,and the mediating role of self-regulated learning strategies.In this aspect,the study aims to provide references for English teachers and educators to cultivate students to form positive achievement goal orientation,select appropriate self-regulated learning strategies,thereby improving their English academic achievement.The research results show that:（1）The attitude of Chinese English majors to learn English is generally positive mainly holding mastery-approach goal orientation,but their overall using level of self-regulated learning strategies is not high;（2）Chinese English majors’ mastery-approach goal orientation,mastery-avoidance goal orientation,performance-approach goal orientation,self-regulated learning strategies,and English performance are positively correlated with each other,while performance-avoidance goal orientation is negatively correlated with students’ self-regulated learning strategies as well as their English performance.Moreover,self-regulated learning strategies are positively correlated with English academic achievement;（3）Self-regulated learning strategies play a significantly mediating role between four dimensions of achievement goal orientation and English majors’ academic achievement,and the mediating effect accounts for 43%,60%,51% and 37% respectively.Among them,mastery-approach goal orientation has the strongest predictive power for English performance.It can be concluded that Chinese English majors’ academic achievement is not only affected by achievement goal orientation,but also influenced by self-regulated learning strategies.Therefore,the research suggests:（1）teachers should lead students to form mastery-approach goal orientation,guiding them to focus on mastery of knowledge and competence improvement,and weaken the negative impact of performance-avoidance goal orientation on English performance;（2）teachers should teach students knowledge of self-regulated learning strategies,cultivate students’ awareness and ability to use self-regulated learning strategies in the learning process,enable them to monitor and regulate their learning behaviors in a planned and organized manner,thereby improving learning effectiveness and efficiency and achieving learning goals.Restricted by subjective and objective conditions,this thesis has the following two shortcomings:（1）considering that freshman year is still the extension of high school life,sophomore’ thinking disposition is in the state of differentiation,and most of the third-year undergraduate students starting to think about the future,are appropriate participants in the survey,so juniors are somewhat representative,but they are not sufficient to reflect students’ learning situation of the entire university stage;（2）this study is a cross-sectional study,and cannot comprehensively explore the development and variation of English majors’ achievement goal orientation and self-regulated learning strategies throughout the entire college stage and their longitudinal effects on English academic achievement.Therefore,in view of the research shortcomings and deficiencies existed in the present study,subsequent researchers are required to further explore the interactions of the three research variables. |
