Relationship between "progress goals and motivational self-regulation goals" and "academic progress"

The present research aims to investigate relationship between "progress goals and self-regulation strategies" and "academic progress" in female students of Anar City high schools. Statistical sample of the research contained 240 high school female students in 2012-2013 academic years. They were picked by means of stratified random sampling. Milgiʹs progress goals questionnaire and Waltersʹs motivational self-regulation strategies questionnaire were used to collect data and data were analyzed by means of step-by-step regression method. Results showed that performance avoidance goals (one of the progress goals dimensions) have significant and negative relationship with academic progress and correlation coefficient between performance-avoidance goals and academic progress was (r=0.138, p < 0.05) and there is no significant relationship between the two other dimensions (performance goals, performance-approach goals) and academic progress. Results also showed that out of MSR strategies dimensions, performance self-talk has significant and positive relationship with academic progress and its corresponding coefficient is (r=0.144, p < 0.05) and there is not any significant relationship between other dimensions (self-rewarding, environmental control, mastery self-talk and interests enhancement) and academic progress.