Document Type: Research Paper
Faculty of English Language and Literature, Department of English, Science and Research Branch, Islamic Azad University,Tehran, Iran
Faculty of English Language and Literature, Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Developing 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).