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Showing 2 results for Achievement Goals
The role of well-being on academic burnout with psychological mediation of achievement
Fatemeh Molavi, Dr Abbas Habibzadeh, ,
Volume 11, Issue 3 (12-2023)
Abstract
 Background and purpose: The purpose of the present study was to investigate the role of psychological well-being on academic burnout through the mediation of achievement goals.
Research method: The method of the current research was the correlation design through structural equation modeling. The statistical population included all students of psychology and educational sciences of the Faculty of Humanities, Islamic Azad University of Qom in the academic year 2019-1400, who were selected by available sampling method in the number of 440 people. In order to collect data, three questionnaires were used: Moslesh's academic burnout, Rif's psychological well-being, and Midgley's and colleagues' progress goals. Pearson correlation coefficients and structural equation modeling were used for data analysis.
Findings: The findings showed that psychological well-being with a standard coefficient of 0.60 was effective on goal orientation and with a standard coefficient of -0.25 on academic burnout. Also, goal orientation with a standard coefficient of -0.55 was effective on academic burnout. All effects were significant at P>0.001 level. The results showed that psychological well-being has an effect on academic burnout through the mediation of achievement goals.
Conclusion: In order to reduce academic burnout, it is suggested to the experts in the field of education to pay special attention to the components of psychological well-being and goal orientation in students.
 

Structural Model Analysis of the Role of Theory of Mind and Working Memory in Predicting Adolescents’ Achievement Goal Orientation: A Cognitive-Social Approach
Adnan Vaezi, Hossein Bigdeli, Mohsen Ahmadi Tahor Soltani ,
Volume 13, Issue 1 (6-2025)
Abstract
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) in Qom Province 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.
 

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