The purpose of the present investigation was to examine the relationships among goal orientations, the use of cognitive strategies and academic achievement for 234 undergraduate college students at the United Arab Emirates University. Results showed that students who scored higher on learning goal orientation scale were more likely to be cognitively engaged in the use elaboration and organisational strategies. In contrast, students who scored higher on performance goal orientation scale were more likely to use rehearsal strategies and somewhat less likely to use elaboration and organisational strategies. Simple one‐way ANOVAs followed by post hoc Scheffe test indicated that high GPA students scored significantly lower than the middle and low GPA students on the performance goal orientation and the use of rehearsal strategy scales. Unexpectedly, no significant differences were observed among the three GPA groups on learning goal orientation scale. Subsequent path analysis suggested that performance goal orientation has a negative direct effect on GPA, while the learning goal orientation had a positive indirect effect mediated by both elaboration and organisational strategies.  An earlier version of this paper was presented at the 54th International Council of Psychologists, Banff, Alberta, 24‐28 July 1996.
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Developmental and Educational Psychology