Abstract

• The primary purpose of this study was to investigate achievement goals, approaches to learning and achievement of Grade 9 students. Then, this study was to explore the mediating effects of approaches to learning between achievement goals and achievement of Grade 9 students. Descriptive survey method and quantitative data analysis were applied in this study. A total of 600 Grade 9 students (288 males and 322 females) were selected form Yangon Region and Nay Pyi Taw Council Area. Student achievement goals were examined by achievement goals inventory (AGI) and student approaches to learning were examined by approaches to study skills inventory for students (ASSIST). Results showed that Grade 9 students oriented both mastery goal and performance goal for their learning tasks. Concerning with the learning approaches of Grade 9 students, results revealed that Grade 9 students endorsed deep approach and strategic approach more than surface approach for their learning tasks. Next, results of t test revealed that there were significant gender differences in achievement goals (mastery goal and performance goal) and also in the strategic approach. Lastly, hierarchical multiple regression analysis was conducted to examine the mediator effects of the three approaches to learning. The results revealed that approaches to learning (strategic approach and surface approach) have a mediating effect between achievement goals and achievement. In addition, the findings of bivariate and partial correlations also indicated that strategic and surface approaches are mediators due to sizeable decrease in the partial correlations as compared to the bivariate correlations.