| dc.description.abstract | This study aims to find out the relationship between achievement goal
orientation and reading strategies of undergraduate EFL students majoring in English
Education Department. The design of this study is quantitative correlational study. The
data were collected through an online survey with two questionnaires, the Achievement
Goal Questionnaire (AGQ) by Elliot and McGregor (2001) and the Survey of Reading
Strategies by Mokhtari and Sheorey (2002). 115 students participated in this study. The
data were analyzed using Pearson Product-Moment Correlation of SPSS. The results of
this study show that all the dimensions of Achievement Goal Orientation (i.e., Mastery
Approach, Mastery Avoidance, Performance Avoidance, and Performance Approach)
have significant and positive relationships with reading strategies with r=.592; r=.465;
r=.431; r=.292, respectively. These results mean that achievement goal orientation is
correlated with students’ reading strategies. Therefore, it is revealed that students tend
to have more reading strategies when they have more goals. Teachers or lecturers also
have a role to help students achieve their goals in learning by raising students'
awareness about achievement goals and reading strategies, so students can improve
their learning abilities. | en_US |
