| The present study aimed to analyze the structural model of adolescents’ achievement goal orientation based on theory of mind and working memory within a cognitive-social framework. Using structural equation modeling (SEM), the study investigated the direct and indirect effects of theory of mind on the four dimensions of achievement goal orientation (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), with working memory as a mediating variable. The research design was descriptive-correlational, and the statistical population included all high school students (second level) during the 2023–2024 academic year. A sample of 315 students was selected through convenience sampling. Data were collected using the Achievement Goal Orientation Questionnaire (Elliot & McGregor, 2001), the Theory of Mind Questionnaire (Baron-Cohen, 2001), and the Working Memory Test (Daneman & Carpenter, 1980). SEM results revealed that theory of mind significantly predicted achievement goal orientations, both directly and indirectly through working memory. A significant positive relationship was also found between theory of mind and working memory. The model showed a good fit, underscoring the crucial role of cognitive-social processes in shaping adolescents’ academic motivation. |
