SHENGQI LIU,YU CHENG SHEN
DOI: https://doi.org/This study examines the motivational influence of achievement goals within technology-supported self-regulated learning (SRL) among students at a private Chinese vocational college. Employing an Alternating Treatment Design, the research unfolded across three phases: a baseline of conventional instruction, a 15-session intervention leveraging a digital platform to foster SRL through mastery and performance goals, and a five-session reinforcement of the most effective approach. Data collected from 30 students via a Vocational Academic Achievement Test and a bespoke assessment revealed score improvements of 8–12 points, with notable gains in problem-solving and critical thinking. The technology-supported SRL intervention, characterized by goal-setting prompts and real-time feedback, significantly outperformed traditional instruction, underscoring the motivational efficacy of achievement goals in enhancing metacognitive engagement and academic performance. These findings advocate for the integration of technology-driven SRL frameworks in private vocational education, with implications for curriculum design and faculty development. Future research should explore the scalability of this approach across diverse vocational disciplines.
