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\nsubsequently influence academic achievement. While achievement goals emphasize the ways in which students think
\nabout themselves in learning, intrinsic motivation reflects students’ engagement in learning for its own sake. Both have
\nimpact on learning strategy and achievement. This paper reports the study of the relationship among intrinsic
\nmotivation, achievement goals, study strategies and achievement. The participants were786 male and 595 female
\nstudents from Hong Kong. Intrinsic motivation, viz. challenge, curiosity and independent mastery, and achievement
\ngoals, viz. mastery goal, performance approach and avoidance goals, were examined for their correlation with learning
\nstrategies and achievement. The results showed that the three subscales of intrinsic motivation were all positively and
\nsignificantly related with deep strategy but not with surface strategy. Performance approach goal and performance
\navoidance goal were significantly and positively related to both deep and surface strategy while mastery goal was
\nsignificantly related with deep strategy only. Academic achievement was positively and significantly related with deep
\nbut not surface strategy. Results of multivariate analysis showed significant differences in gender and level of study for
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