self-regulated learning strategies, achievement goals and listening achievement of iranian efl learners

abstractdeveloping self-regulated learners has been the life-long ambition of different stakeholders in education. this study was set out to find the relationships between self-regulated strategies as defined by time and resource management, cognitive and metacognitive strategies, achievement goals classified as mastery, performance-approach and performance-avoidance, and the listening achievement of efl learners. two hundred and fifty five iranian high-intermediate efl learners attending iran language institute of mazandaran were randomly selected. correlational analysis of the data demonstrated that self-regulated strategies were significantly correlated with mastery goal orientation and listening achievement of the learners. performance-approach goal orientation was neither correlated with these strategies nor with mastery goal orientation. it only showed a significant negative correlation with performance-avoidance goal orientation. the findings are in congruence with the assumptions made in social cognitive theory of learning, expectancy-value theory and the model of self-regulated learning developed by pintrich and de groot (1990).