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Abstract: Recent wide acceptance of e-Portfolios has occurred because researchers believe it helps promote students’ learning in higher education. This study uses goal orientation theory to investigate the relationship between goal orientations, metacognitive strategies, and enjoyment when students use e-Portfolio. This paper contributes to research by goal orientation, metacognitive strategies and enjoyment to explain student learning behavior when using e-Portfolio to providing further evidence. A sample of 219 university students took part in this research to verify the proposed model. The study employs structural equation modeling with the LISREL to explain the model. The results show that students’ mastery goals for using e-Portfolio have a positive effect on their metacognitive strategies and enjoyment. Performance-approach goals have a negative effect on metacognitive strategies and a positive effect on enjoyment. Performance-avoidance goals have a positive effect on metacognitive strategies. Students’ enjoyment has a positive effect on their metacognitive strategies, and mastery goals can predict metacognitive strategies through enjoyment. This paper also discusses study findings and implications for future research.