Long-term educational goals, subgoals, learning strategies use and the academic performance of college students

Abstract

This study attempted to answer the question: "What are the direct and indirect effects of long-term educational goals on educational subgoals, learning strategies use and academic performance?" Results from the study showed that long-term educational goals had a direct effect on educational sub-goals and an indirect effect on learning strategies use and academic performance. In addition, the investigation of individual differences related to learning strategies use indicated that when long-term educational goals are accompanied by the accomplishment of educational subgoals and a sufficient number of useful learning strategies, academic performance tended to improve.