• Mr. Ketan B Parmar

In recent years, achievement goal theory has become a dominant perspective for understanding difference in the level and quality of student engagement in school (Elliot, 1999; Pintrich ,1994). A large body of research suggests quite strongly that students who adopt mastery goals manifest an adaptive pattern of cognition, emotion, and behaviour. For example, mastery goals have been found to be associated with the use of deep cognitive strategies. Self-regulated learning, positive coping with difficulty and failure, and positive emotions towards the task and towards school. In comparison, students who engage in academic tasks with the purpose of demonstrating their ability were found to display a less adaptive pattern of outcomes that includes use of surface cognitive strategies, negative emotions in the face of difficulty, and the use of self-handicapping behavior such as procrastinating (for reviews see Ames, 1992a; Dweek & Leggett, 1988; Pintrich, Marx, & Boyle, 1993; Urdan, 1997). However, the association between adoption of performance goals and a negative pattern of outcomes was found to be consistent only among students with, performance-avoidance goals (Elliot & Harackiewicz, 1996; Middleton & Midgley, 1997; Skaalvik, 1997), Results concerning performance-approach goals were found related to high achievement and to high expectancies for success. In other studies, these goals were found not related to positive or negative outcomes, and in some studies they were found related to anxiety and poor retention (e.g. Elliot & Harackiewicz, 1996; Elliot & church, 1997; Elliot, McGregor, & Gable, 1999; Middleton & Midgley, 1997; Skaalvik, 1997; see Midgley, Kaplan, & Middleton, 2001).

Factors Affecting Academic Achievement of English Learners

"Factors Affecting Academic Achievement of English Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 6, page no.567-573, June-2019, Available :http://www.jetir.org/papers/JETIR1904Q89.pdf

"Factors Affecting Academic Achievement of English Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 6, page no. pp567-573, June-2019, Available at : http://www.jetir.org/papers/JETIR1904Q89.pdf