Achievement Goal Orientation, and Self-Regulated Learning Strategy as Correlates of Students’ Academic Achievement in English Language in Anambra State, Nigeria

Students’ achievement goal orientation and self-regulated learning strategies are strong indicators facilitators of proactive learning. The study aimed to explore the relationship among students’ orientation, academic in Anambra State. Six research questions six null hypotheses guided study. adopted a correlation approach provide answers questions. population comprised 21,204 SS II students from which sample 630 was drawn. Multi-stage procedure used select sample. Two standardized instruments namely; Achievement Goal Orientation Questionnaire (AGOQ), Motivated Strategies for Learning (MSLQ), as well score promotional examination were data collection. Cronbach’s alpha determine reliability items instruments. Reliability indices 0.73, masteryapproach, 0.71, mastery-avoidance, 0.82, performance-approach, 0.76, performance-avoidance, 0.72 workavoidance, 0.64 monitoring, 0.73 planning, 0.68 self-regulating activity respectively. overall coefficient 0.71 shows that instrument reliable good Pearson Product Moment Correlation answer 1 5 1-5 while question 6 hypothesis answered with multiple correlation. Findings showed recorded very low positive significant between mastery-approach their English language. also revealed correlations these variables is Finally, it recommended based on strategy should consider useful could enable them achieve core values exploration.