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Purpose: The present study seeks to achieve two goals: to verify the correlation between achieve- ment goal orientation, self-motivation, self-regulated learning strategies, and self-efficacy in students who are enrolled in preclinical practice instruction in a dental hygienist program; and to validate the effect of achievement goal orientation as an independent variable on self-motivation, self-regulated learning strategies, and self-efficacy. Methods: The participants comprised 172 female students who were attending a dental hygienist program at S college, located in S city in Gyeonggi-do province. Pearson correlation was used to analyze the relationship between achievement goal orientation, self-regulated learning strategies, self- motivation, and self-efficacy. In addition, multiple regression analysis was used to confirm the effects of achievement goal orientation on self-motivation, self-regulated learning strategies, and self-efficacy. Results: Our data showed that mastery goal and performance approach goal were positively corre- lated with achievement goal orientation, self-efficacy, and self-motivation, while performance avoidance goal was minimally correlated with them. Our multiple regression analysis revealed that the subcom- ponents of achievement goal orientation (i.e., mastery goal, performance approach goal, and perfor- mance avoidance goal) positively influenced metacognition (R

Effects of Achievement Goal Orientation of Dental School Students on Self-motivation, Self-regulated Learning Strategies, and Self-efficacy