An exploratory study of the relation between achievement goal orientations and study strategies

Two questionnaires were administered to a group of preservice student teachers of a tertiary institution in Hong Kong to examine their achievement goal orientations and study strategies. Pearson correlation analysis showed there were significant correlations between achievement goals and study strategies. Learning goal was found to be positively and significantly correlated with deep strategy while performance goal was with surface and deep strategy. Multivariate data analyses were applied to examine if achievement goals and study strategies were different across several demographic variables such as gender, discipline and course of study. The results were discussed in terms of socio-cultural factors and implications were drawn for teaching and learning as well as for future research.