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The purpose of this study is to examine the relationships between achievement goal orientations and Learning Strategies. The sample of study consists of 350 public high school students (135 males and 215 females, mean age: 17 ± 0.65) from two high schools in Kerman province of Iran selected by random multistage cluster sampling method. In this study, The Achievement Goal Orientations Scale (Elliot & McGregor, 2001) and Learning Strategies Scale (Kember, Biggs, & Leung, 2004) were used. Structural equation modeling (SEM) was used to test the hypotheses. In correlation analysis, mastery goals predicted positive deep strategy and performance goals predicted positive surface strategy in a positive way. The model demonstrated fit (?[superscript 2]/df = 1.99, GFI = 0.97, AGFI = 0.97, CFI = 0.93, NFI = 0.93, RFI = 0.93, and RMSEA = 0.05). According to the results, achievement goal orientations (exception of the path from performance-approach to deep strategy) were significant determinants of learning strategies. Results were discussed in the light of literature.

1Boy Crusoe

By Allan Eric

Also published as" A Yankee Crusoe" . A 15 year old hard working and studious farm boy finds the lure of adventure on the seas as a merchant seaman more than he can resist. This is his story. " I was born in a little town in the State of Maine, near the close of the Civil War. My boyhood life did not differ materially from that of the average farmer's son in the remote country districts of New England--except, perhaps, that I read more and thought more. Hard work on the rugged soil, two terms each year in the little yellow country schoolhouse, a day's fishing now and then filled the early years of my life full to over-flowing. " What he gets is enough excitement and adventure to overflow his wildest dreams. How he experiences disaster and uses his wits and knowledge to overcome every problem makes for a great read. - Summary by Phil Chenevert