LAUSR

Abstract The current study examines the effects of a quasi-experimental classroom goal structure (mastery, approach performance, multiple that combined mastery/approach performance) and personal goal orientations on test-preparation strategies for 280 Taiwanese junior high school students in order to check whether this interaction supports either the buffering hypothesis or the matching hypothesis. There were significant interactive effects between goal orientations and goal structures on cognitive regulation and motivational/affective regulation strategies. In line with the matching hypothesis, students with goal orientations that matched their classroom goal structures were found to be most adaptive in regard to the use of their self-regulatory cognitive and self-regulatory motivational/affective test-preparation strategies.