The path analytic models of 2 X 2 classroom goal structures, achievement goals, achievement emotions and self-regulated learning of Hong Kong undergraduates in their English study

Previous research has shown that students' perceptions of classroom goal structures affect cognitive, affective, and behavioral aspects of students' participation in educational settings [1]. By adding a new self-developed classroom mastery avoid goal structure, this study examined the relationships between 2 X 2 classroom goal structures, achievement goals, achievement emotions and self-regulated learning of Hong Kong undergraduates in their English study. One hundred and eighty university students who enrolled in universities' English courses were participated to complete a set of questionnaires by using convenient sampling. Three path models were analyzed. The first model indicated that classroom goal structures predicted achievement goals and subsequently to selfregulated learning. The second model indicated that classroom goal structures predicted positive achievement emotions and subsequently to self-regulated learning. The third model indicated that classroom goal structures predicted negative activating (Anger and Anxiety) and negative deactivating (Hopelessness and Boredom) achievement emotions and subsequently to self-regulated learning differently. The present research may be the first one to establish path models by using 2 X 2 classroom goal structures to predict achievement goals, achievement emotions and self-regulated learning. More, it provides practical implications for educators creating an adaptive learning environment to students, thus influences students to adopt adaptive achievement goals, evoke positive achievement emotions and facilitate higher self-regulated learning.