List of Articles Achievement goals

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  1 - The Relationship between Intelligence Beliefs and Autonomous Learning
  Hossein Zare
  The present study examined the relationships between beliefs about intelligence and automatic learning regarding the mediating role of achievement goals and academic emotions using path analysis.To fulfill this, goal 322 graduate students of Fars Payame Noor University More

  The present study examined the relationships between beliefs about intelligence and automatic learning regarding the mediating role of achievement goals and academic emotions using path analysis.To fulfill this, goal 322 graduate students of Fars Payame Noor University were chosen through ratio stratified sampling, and then, answered to the Self-Report Questionnaire consisting of the Intelligence Beliefs, Questionnaire of Achievement Goals, the Questionnaire of Academic Emotions, and the Automatic Learning Subscales. The results showed the indirect and direct effects of entity and incremental intelligence beliefs on autonomy in learning. Incremental intelligence belief had indirect positive effect on autonomy in learning via the mediation of mastery goals and positive emotions. Moreover, innate intelligence belief had indirect negative effect on autonomy in learning through the mediation of performance-avoidance goals, performance-approach goals, and negative emotions. Manuscript profile
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  2 - Investigating the Mediating Role of Achievement Goals in the Relationship between Need for Cognition and Cognitive Engagement: The Effect of Procrastination Context
  Reza Ghorban Jahromi Elahe Hejazi Javad Ejei Mohammad Khodayarifard
  The aim of the present study was investigating the mediating role of achievement goals in the relationship between need for cognition and cognitive engagement based on students’ academic procrastination. 268 third grade high-school students (161 female & 107 male) from More

  The aim of the present study was investigating the mediating role of achievement goals in the relationship between need for cognition and cognitive engagement based on students’ academic procrastination. 268 third grade high-school students (161 female & 107 male) from high-schools in Shiraz city were selected through multistage cluster sampling and answered to a set of self-report questionnaire consisted of Need for Cognition Scale (NCS), Achievement Goals Scale (AGS), Cognitive Engagement Scale (MSLQ), and Academic Procrastination Scale (PASS). The research method was descriptive and correlation research design to study the relationship between variables in causal model of path analysis framework. The results generally showed that in an academic procrastination context, need for cognition had significant positive indirect effect on deep cognitive strategies through the mediation of achievement goals; however, this effect on shallow cognitive strategies was significant, but negative and indirect. The findings demonstrated that the direct effect of need for cognition on mastery and goals was significantly positive; but this effect on performance-approach and performance-avoidant goals were significantly negative. The effect of each of the achievement goals on shallow and deep cognitive strategies were different. Manuscript profile
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  3 - Teacher student relationship and help seeking: the mediating role of achievement goals and achievement motivation
  سمانه سادات موسوی شریف Zahra Naghsh sogand ghasemzadeh
  20.1001.1.18808436.1401.26.1.1.8
  The purpose of this study was to investigate the relationship between help seeking and teacher student relationship with the mediating role of achievement goals and achievement motivation. The statistical population of this study were students of Tehran province who stu More

  The purpose of this study was to investigate the relationship between help seeking and teacher student relationship with the mediating role of achievement goals and achievement motivation. The statistical population of this study were students of Tehran province who studied in the seventh and ninth grades in the academic year of 1398-99. The sample of this study were 317 boys and girls students that was chosen by multi-stage cluster sampling and all of them completed the Ryan and Pintrich questionnaire, Murray and Zurich’s teacher student relationship questionnaire, Herman’s achievement motivation questionnaire and Eliot and McGregor achievement goals. Data were analyzed by Pearson correlation and path analysis. The findings showed that the direct effect of teacher student relationship on achievement motivation and the direct effect of mastery approach on achievement motivation positive and significant. The direct effect of performance avoiding on the help seeking was negative and significant. The in directed effect of teacher student relationship on the help seeking by mediating of mastery approach and performance avoiding was positive and significant, and also the in directed effect of teacher student relationship on the help seeking by mediating of achievement motivation was positive and significant. The results of this study will be useful for education and higher education centers, especially for teachers, to increase the help seeking and teacher student relationship and also motivation among students. Manuscript profile
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  4 - Investigating the psychometric properties of the Persian version of the six-factor model of achievement goals questionnaire in the students of the junior and senior high schools
  Mohsen Arbezi Mahboubeh Fouladchang
  20.1001.1.18808436.1401.26.4.1.4
  The aim of the present study was to investigate the psychometric properties of the six-factor model of achievement goals questionnaire (Elliot et al., 2011) in the students of the junior and senior high schools. In order to investigate the validity and reliability of th More

  The aim of the present study was to investigate the psychometric properties of the six-factor model of achievement goals questionnaire (Elliot et al., 2011) in the students of the junior and senior high schools. In order to investigate the validity and reliability of the achievement goals questionnaire in the junior high school students, 279 students in Evaz city (in the south of Fars province) who were studying in the academic year of 2020-2021, were selected by convenience sampling method and responded to the electronic version of the questionnaires of achievement goals (Elliot et al., 2011) and intrinsic motivation (Choi et al., 2010). Also, in order to investigate the validity and reliability of this questionnaire in the second group, 420 students were selected in the same city and academic year using the convenience sampling method and responded to the electronic version of the questionnaires of achievement goals (Elliot et al., 2011), academic self-regulation (Pintrich & DeGroot, 1990) and academic engagement (Reeve, 2013). Data were analyzed using SPSS-16 and AMOS-21 statistical software. The content, construct and convergent validity of the mentioned questionnaire were investigated using the opinion of educational psychology experts, confirmatory factor analysis and correlation coefficients of the component scores with related variables. Cronbach's alpha coefficient was used to investigate the reliability of the questionnaire. Experts confirmed the representativeness of the questionnaire items to measure the achievement goals in the six-factor model presented by Elliot et al. (2011). The achievement goals model test includes the components of task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance, confirming the six-factor structure of this questionnaire according to the primary research. Also, the logical connection between the components of achievement goals with related variables indicates the convergent validity of this questionnaire. In addition, Cronbach's alpha coefficient confirms the reliability of the questionnaire. In total, the findings of the research show that the Persian version of the mentioned questionnaire is one of the suitable psychometric indicators for measuring the six components of achievement goals in two groups of students of the junior high school and senior high school students; And it has the necessary efficiency to measure the mentioned achievement goals. Manuscript profile