خلاصة:
The main goal of this paper is to identify the relationship between achievement goals and academic self-efficacy with academic success. It was attempted to investigate the mediating role of academic self-efficacy in the relationship between achievement goals with academic success. The sample of this study comprised 220 subjects, in different ages including both women and men. The instruments used are the achievement goals orientations contained 14 items (Midgley et al., 2000), the 8-item academic self-efficacy for Learning and Performance for College students (Pintrich et al, 1991) and college GPA. The results indicated that mastery goals, performance-approach goals and self-efficacy had a significant relationship with academic success. The results showed that self-efficacy has the facilitative role on the relationship between mastery goals and performance-approach goals for academic success and mastery goals and self-efficacy could be strongly useful in the motivating strategies for enhancing learning.
ملخص الجهاز:
The results indicated that the mastery goals, performance-approach goals and self-efficacy had a significant relationship with academic success.
The present study seeks to examine the achievement goals and self-efficacy in relation to academic success.
Some studies cite a weak positive relationship between self-efficacy and performance goals whereas other studies report a negative relationship (Wolters, 1998) or no relationship (Ford, Smith, Weissbein, Gully, Salas, 1998).
The present study also examines whether self-efficacy, mastery and performance goals are predictors of academic success.
Regression analyses examined the mediation effects of self-efficacy in the relationship between achievement goals and academic success.
Statistical analyses showed that mastery and performance-approach goals and self-efficacy had relationship with academic success.
These results are in line with studies (Ames, 1992; Butler, 1993; Button, Mathieu, Zajac, 1996; Dweck, 1986; Gold, 2010; Huy, 2014; Hornstra, Majoor, Peetsma, 2017; Pintrich, 2000) which have emphasized that students with mastery goals are more likely to have good self-efficacy, and thereby, they are better learners than 50 | P a g e Iranian Journal of Learning and Memory 2018, 1(2) students with performance-avoidance goals.
This result is supported by other studies (Rosen, Glennie, Dalton, Lennon, Bozick, 2010; Kord, Mehdi Pour, 2018; Nasiriyan, Azar, Noruzy, Dalvand, 2011; Walker, Greene, Mansell, 2006).
Students should be encouraged to adopt a mastery approach to learning, because the results showed that Students who tend to be driven by performance-avoidance goals may benefit from training related to mastery goals and self-efficacy.