چکیده (انگلیسی):

Researchers have reported empirical evidence that the deep approaches to learning account
for significant successful learning. The present study aimed to investigate the
relationship between students' motivational goal orientation, their perceptions of the
general education classroom learning environment, and deep approaches to learning
strategies. Participants (N ¼ 494) were first- and second-year college students enrolled in
any of the general education courses in higher education in Thailand. All samples were
chosen using the convenience sampling technique. They completed a self-report questionnaire
for measuring motivational goal orientation, perceptions of classroom learning
environment, and the level of taking deep approaches to learning. To analyze the relationship
between several independent variables and a dependent variable, multiple
regression analyses were used and a positive influence was found of motivational goal
orientation and perceptions of general education classroom learning environment on the
level of taking deep approaches to learning. These results suggest promoting the deep
approaches to learning by students through their individual personal attributes and
classroom learning environment factors