Relationship between Academic Achievement and Motivational Beliefs by Mediating Goal Orientations and Self-Regulated Learning Strategies

The present study investigated the mediatory role of goal orientations and self- regulated learning strategies in the relationship between motivational beliefs and academic achievement. The participants were 460 students selected from high schools of Shiraz using multistage cluster sampling method. For assessing the research variables, the participants completed two measures: The Achievement Goal Questionnaire (Elliot & McGregor, 2001) and four subscale of the Motivational Strategies Learning Questionnaire (Pentritch et al, 1991). The relationships between variables were examined by a causal model. The path analysis using LISREL software, showed mediated influences of goal orientations and self-regulated learning strategies between motivational beliefs and academic achievement. So that self-efficacy indirectly and positively affected academic achievement by mediating mastery approach and performance approach goals and learning strategies. However self-efficacy exerted an indirect negative influence on academic achievement through performance avoidance goal. Also mastery avoidance goal had an indirect negative influence on academic achievement by mediating metacognitive strategies.