Self-regulated learning strategies and achievement goals among physical education preservice teachers

The present study examines the relationship between achievement goals and self-regulated learning (SRL) strategies among physical education (PE) preservice teachers. It examines how different achievement goal orientations influence the adoption and implementation of SRL strategies in teacher preparation contexts, using the 2×2 achievement goal framework. A mixed-methods approach was used. Quantitative data were collected from 419 PE preservice teachers from five Chinese physical education teacher education (PETE) programs for the purpose of validating study instruments. Qualitative insights were gathered through semi-structured interviews and open-ended responses. Structural equation modelling showed that mastery-approach (MAp) goals were the strongest positive predictors of SRL strategy use, especially cognitive and metacognitive strategies. Performance-approach (PAp) goals also predicted SRL strategy use, but the effect was weaker than MAp goals. Qualitative results revealed that PE preservice teachers had various understandings of SRL. Many showed SRL-like behaviours during field teaching experiences, despite little formal instruction. This study highlights the adaptive nature of MAp goals in promoting SRL development in educational contexts. It also suggests that explicit SRL instruction and mastery-oriented learning environments in PETE programs may enhance preservice teachers’ professional development.