ACHIEVEMENT GOALS AND LEARNING STRATEGIES: A UNIVERSITY SETTING PERSPECTIVE

Motivation is a significant predictor of academic performance, particularly in the context of university education. Contemporary research has repeatedly demonstrated the influence of non-cognitive factors, such as motivation, on academic achievement. This article reviews the complex relationship between motivation, achievement goals, perceived competence, and learning strategies in academic settings. It highlights the central role of achievement goals in shaping students' attitudes, strategies, and efforts in pursuit of high academic performance. Additionally, the mutually influencing interactions among these variables and their impact on overall academic achievement are explored. The article draws from established motivation theories, including achievement goal theory (AGT), self-determination theory (SDT), and social cognitive theory (SCT), to provide a comprehensive understanding of motivation within the university context. Ultimately, this review emphasizes the importance of nurturing and enhancing student motivation to improve educational outcomes.