چکیده (انگلیسی):

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the
relationship between achievement goals, meta-cognition and academic success. Achievement
goals were further divided into two types: mastery and performance. The participants were 119
students enrolled in M. A. Education, Department of Education at the University of Sargodha. The
questionnaire used in the original study, along with Urdu translation, was administered to the
participants. The questionnaire consisted of three sections measuring mastery goals, performance
goals, and meta-cognition, respectively. The academic achievement record was taken from the
Office of Department of Education. Academic achievement was taken as marked and obtained at
the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant
correlation between mastery goals and academic achievement. Similarly, there was no significant
correlation between performance goals and academic achievement at Matric, Intermediate and
Bachelor levels. However, negative correlation was observed between performance goals and
achievement at the masters level. The researchers found no significant relationship between metacognition and academic achievement at all levels and there were no significant gender differences
in mastery goals, performance goals and meta-cognition.