An investigation of the relationship between autonomous learning and achievement goal orientation skills

In this study, it is aimed to investigate the possible relationships between autonomous learning and achievement goal orientations and to investigate whether there are differences on the levels of two constructs in terms of gender and class level. This study was designed as a type of quantitative research design, which examines the relationship between two or more variables, and includes correlational survey model characteristics. The study group consisted of 786 secondary school students (501 female and 285 male) enrolled in Edirne Akmercan Anatolian Religious and Vocational High School, Edirne 80 th Year Anatolian High School, Edirne Social Sciences High School and Hendek Anatolian High School. The participants were chosen based on simple random sampling technique. The ages of the students participating in the study ranged from 14 to 19 years. In the study, the relationships between autonomous learning with its sub-dimensions and achievement goal orientation with its sub-dimensions and variables were examined. Autonomous learning scale (ALS) was used to measure the participants' autonomous learning level and as for measuring the participants' adaptive learning level, adaptive learning scale (ALS) was used. In the analysis study, it was determined that there was a positive and statistically significant relationship between the scores of autonomous learning, the sub-dimensions of which were independence of learning and study habits and the scores of achievement goal orientations, the sub-dimensions of which were mastery approach, performance approach and performance avoidance. In other words, autonomous learning, which means that students take responsibility for their own learning in the learning process has an effect on achievement goal orientations, which means adapting oneself to learning by adopting one or more of such goals as mastery approach, performance approach and performance avoidance. Keywords: Achievement goal orientations, Autonomous learning, Mastery-approach goals, Performance-approach goals, Performance-avoidance goals.