This study aimed to explore university students’ achievement goal orientation profiles and examine differences in the reported use of motivational regulation strategies among students with different profiles. The study was conducted on a sample of 290 teacher education program students by applying self-report questionnaires. Using latent profile analysis, four distinct goal orientation profiles were identified: low-success-oriented (21.3%), indifferent (45.8%), mastery-oriented (25.3%), and success-oriented (7.6%). Results indicate that students exhibiting less favourable motivational profiles (low-success-oriented, indifferent) are generally less likely to report using motivation regulation strategies. Although mastery-oriented students and success-oriented students report using some of the examined types of strategies to a similar extent, mastery-oriented students report using strategies for regulating value and situational interest more often.
