Achievement Goal Orientations and Self-Regulation in Writing: An Integrative Perspective

Avi Kaplan, Einat Lichtinger, Malka Gorodetsky

Research output: Contribution to journalArticlepeer-review

84 Scopus citations


This study tested the hypothesis that self-regulation of writing is a multifaceted modular construct and that students would perceive different goal orientations for writing as involving the application of different writing strategies. Two hundred eleven Jewish Israeli high school students engaged in a writing assignment and then reported on their goal orientations, self-regulation, and writing strategies. Smallest space analyses indicated that self-regulation and writing strategies were perceived as elements within goal orientations, thus suggesting a phenomenological integration of motivation and self-regulation of writing into task-related action orientations. The findings pointed to possible differences in the nature of these action orientations between students from different types of learning environments and with different levels of writing achievement.

Original languageEnglish
Pages (from-to)51-69
Number of pages19
JournalJournal of Educational Psychology
Issue number1
StatePublished - 1 Feb 2009


  • achievement goals
  • motivation
  • self-regulation
  • writing

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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