A Causal Relationship Model of Goal Orientations and Cognitive Engagement: The Mediating Role of Academic Emotions and Academic Self-Efficacy

This study aimed at presenting a casual relationship model of goal orientations and cognitive engagement based on the mediating role of academic emotions and academic Self-Efficacy through path analysis. To do so, a total number of 523 students from shiraz Payame Noor University were selected through cluster sampling, and were asked to answer the questionnaires of Cognitive Engagement (Wang& Eccles, 2013), Academic Self-Efficacy (Midgley &et al, 2000), Goal Orientations (Middleton & Midgley, 1997), and Academic Emotions (Pekrun, 2005) subscales. Overall, the results indicated the indirect effects of goal orientations components on cognitive engagement. According to the results, goal orientations and their components influence cognitive engagement through academic emotions dimensions. This is in a way that the mastery goals, through positive emotions, have indirect and positive effect on cognitive engagement and the avoidance and functional goals have indirect and negative effect on cognitive engagement through the mediation of negative emotions and academic Self-Efficacy. The total variables in this study explain thirty one Percent of changes in the Cognitive Engagement.