مستوى توجهات أهداف الإنجاز و استراتيجيات التعلم و علاقتها بالأداء الأكاديمي لدى طلبة برامج إعداد المعلم بسلطنة عمان

الملخص EN

The study aims to explore achievement goal orientations and learning strategies among students in a teacher preparation program.

It also seeks to identify the relationship between goal orientations, learning strategies and academic performance.

For this purpose, we selected a random sample of 617 male and female students from a teacher preparation program at Sultan Qaboos University, Al Sharqiya University and Al Rustaq College of Education during the academic year 2019/2020.

Two measures were applied, including : (1) achievement goal orientation (Rashwan, 2006) consisting of 31 items with 4 dimensions; and (2) learning strategies scale (Alkharusi et al., 2013) consisting of 37 items with 7 dimensions.

Reliability and validity of these measures were obtained.

Results showed a high-level use of mastery/approach goal orientation and a low-level use of mastery/ avoidance and performance/avoidance goal orientation, while there was an average level in performance/approach orientation.

Results also showed that the use of learning strategies was high in six strategies including rehearsal, elaboration organization, critical thinking, seeking help and self regulated learning, and low in peer learning strategy.

Furthermore, there is a positive correlation between mastery/approach and academic performance and a negative correlation between mastery/avoidance, performance avoidance and academic performance.

On the basis of these results several recommendations and proposals for further research were presented.