Previous research highlights that self-regulated learning makes a diff erence in students' achievement, and is helpful in improving their performance. The present study aimed to test a model which assumed that relationships between selfregulated learning and academic performance are mediated by the achievement goals that students endorse. 254 students enrolled in Psychology undergraduate courses were tested. The results showed that performance-approach goals were those which predicted grades and not mastery-approach goals. Moreover, performance-approach goals mediated the relationship between self-effi cacy and academic performance. Also, two of the self-regulated learning components' (i.e., self-effi cacy and self-regulation) predict academic performance directly, no matter what type of achievement goals students pursue. Knowing this, teachers can help students to learn better, to monitor their progress and to achieve their objectives.
Communication and understanding processes are significant needs in any educational community. The present paper discusses didactic communication and the teacher's specific methods in message building and conveying. The comprehension of any message depends on the way it has been built. Teaching experience shows that the knowledge a teacher conveys is perceived differently by students having the same level of physical and mental development, even if the message is being conveyed to them by the same source. Their different perceptions of the message lie with the students' individual specificities, their amount, and system of knowledge, the teacher-student relationship, and the teacher's ability in message-building and conveying.
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