The aim of this study was to investigate higher education students` achievement goal orientations, learning strategies and learning environment perceptions. Likert questionnaires were applied in a 106 students sample regarding a specific course. Results showed no sigificant differences among groups in learning, ego-approach and ego- avoidance goals, but means in learning and work avoidance goals were higher. Regarding some learning strategies groups were significantly different. Moreover, other significant relationships appeared, namely between classroom perception on learning goal and perception of effort demand, and between learning goal, ego-approach goal and learning strategies as well. Finally, educational implications were drawned and suggestions for further research were proposed.
Motivation in higher education; Learning strategies; Achievement goals
