We examined motivational orientations, cognitive-metacognitive strategies, and resource management in predicting academic achievement. Undergraduates (407) completed the Motivated Strategies Learning Questionnaire, Implicit Theories of Intelligence Scale, Achievement Goal Inventory, and self-reported grade point average. A MANCOVA (controlling for…

This study examined whether the good or bad outcomes associated with mastery- and performance-approach achievement goals depend on the extent to which these goals are pursued for self-concordant reasons. A sample of 220 undergraduate students completed measures of achievement goals, goal self-concordance, academic satisfaction, and academic…

As a maladaptive behavioural outcome, procrastination should correlate with beliefs about ability and achievement goals that are themselves relatively maladaptive. Accordingly, procrastination should be predicted by entity as opposed to incremental implicit theories (i.e., viewing attributes such as ability as relatively fixed vs. malleable,…