رابطه بین ارزش تکلیف و جهت‌گیری هدف با پیشرفت تحصیلی: نقش میانجی خودکارآمدی
الموضوعات :
مریم خاموشیان صحنه
1
,
زهرا تنها
2
,
راضیه جلیلی
3
1 - کارشناس ارشد روانشناسی تربیتی، واحد خرم‌آباد، دانشگاه آزاد اسلامی، خرم‌آباد، ایران
2 - استادیار گروه روانشناسی، واحد خرم‌آباد، دانشگاه آزاد اسلامی، خرم‌آباد، ایران
3 - استادیار گروه علوم تربیتی، واحد خرم‌آباد، دانشگاه آزاد اسلامی، خرم‌آباد، ایران
الکلمات المفتاحية: خودکارآمدی, پیشرفت تحصیلی, جهت‌گیری هدف, ارزش تکلیف,
ملخص المقالة :
هدف پژوهش حاضر بررسی رابطه بین ارزش تکلیف و جهت‌گیری هدف با پیشرفت تحصیلی با نقش میانجی خودکارآمدی در دانشجویان دانشگاه آزاد خرم‌آباد می‌باشد. روش پژوهش، توصیفی از نوع همبستگی بود. جامعه آماری دانشجویان دانشگاه آزاد اسلامی واحد خرم‌آباد به تعداد 12000 نفر بودند. حجم نمونه بر اساس مدل کلاین و با روش نمونه‌گیری در دسترس (شیوه آنلاین) 350 نفر انتخاب شد. برای اندازه گیری متغیرهای پژوهش از معدل ترم گذشته دانشجویان، پرسشنامه ارزش تکلیف پینتریچ و دی گروت، نسخه تجدیدنظر شده پرسشنامه اهداف پیشرفت الیوت و مورایاما و مقیاس خودکارآمدی عمومی شرر و مادوکس استفاده شد. داده‌ها با ضریب همبستگی پیرسون و معادلات ساختاری و با استفاده از نرم افزار SPSS و Amos نسخه 24 تحلیل شد. بر اساس تحلیل داده ها، بین ارزش تکلیف، جهت‌گیری هدف و خودکارآمدی با پیشرفت تحصیلی رابطه معنی‌داری وجود دارد (01/0>P). همچنین، مسیرهای مستقیم این پژوهش معنی‌دار شدند و مسیرهای غیرمستقیم ارزش تکلیف و جهت‌گیری هدف از طریق نقش میانجی خودکارآمدی بر پیشرفت تحصیلی دانشجویان معنی‌دار بود. در نهایت، مدل نهایی پژوهش از برازش مطلوبی برخوردار بود (061/0=RMSEA و 05/0>P-value ) و 39 درصد واریانس پیشرفت تحصیلی به‌‌وسیله ارزش تکلیف و جهت‌گیری هدف با نقش میانجی تحصیلی تبیین شد. بنابراین، می‌توان نتیجه‌گیری کرد که متغیرهای مورد مطالعه دارای تلاقی تئوریکی بوده و توجه به تأثیر این متغیرها در پیشرفت تحصیلی دانشجویان می تواند در برنامه ریزی های آتی به کار رفته و خلاءها را پوشش دهد.
اسمعیلی، سونا و عزتینیا، محمد جواد (1398). اثربخشی آموزش مهارتهای زندگی بر خودتنظیمی و خودکارآمدی دانشآموزان، تحقیقات مدیریت آموزشی، 160-145 :(39)10.
خالقخواه، علی؛ رضایی‌شریف، علی؛ شیخ الاسلامی، علی و پیرقلی‌کیوی، معصومه (1398). رابطه بین هوش اجتماعی و خودکارآمدی با سبک حل مسئله خلاق دانشآموزان، ابتکار و خلاقیت در علوم انسانی، 210-185 :(1)9.
باپیری، امیدعلی؛ کلانتری، مهرداد؛ نشاط دوست، حمیدطاهر و عریضی‌سامانی، حمیدرضا (1398). رابطه خودکارآمدی عمومی، تعلق و عشق با معنا در زندگی با میانجیگری ارزشهای اجتماعی در دانشآموزان دختردوره متوسطه، دانش و پژوهش در روانشناسی کاربردی، 10-1 :(1)1.
رضایی‌راد، مجتبی و ناصری، الهام (1399). تأثیر آموزش مبتنی بر یادگیری سیار بر خودکارآمدی، خودکنترلی، خودتنظیمی و عملکرد تحصیلی دانشآموزان، فنآوری اطلاعات و ارتباطات در علوم تربیتی، 144-125 :(3)10.
غلامعلی لواسانی، مسعود؛ حجازی الهه و خضری آذر، هیمن (1391). نقش خودکارآمدی، ارزش تکلیف، اهداف پیشرفت و درگیری شناختی در پیشرفت ریاضی: آزمون مدل علی، نو آوریهای آموزشی، 28-7 :(41)11.
کارشکی، حسین و کوهی، محمد (1396). ویژگیهای روان‌سنجی مقیاس ارزش تکلیف تحصیلی در میان دانشجویان تحصیلات تکمیلی دانشگاه فردوسی مشهد، پژوهشنامه تربیتی،130-115 :(53)13.
جوشافر، علی اصغر؛ حسنی زنگبار، نادره و ستاری، یوسف (1393). بررسی ارتباط بین سبک‌های یادگیری و جهت‌گیری هدف با فرسودگی تحصیلی دانشآموزان مقطع متوسطه شهرستان بستان‌آباد در سال تحصیلی 92-91، آموزش و ارزشیابی، 66-55. :(7)27.
مرادی، آسیه و شریفی، کسری (1397). رابطه ادراک از اهداف پیشرفت مورد تأکید والدین و معلم با باورهای خودکارآمدی و راهبردهای مقابله دانشآموزان در درس ریاضی: نقش اهداف پیشرفت ریاضی، روانشناسی مدرسه، 218-183 :(1)7.
مشتاقی، سعید؛ میرهاشمی، مالک و پاشاشریفی، حسن (1391). بررسی شاخصهای روان‌سنجی پرسشنامه اصلاح شده هدف پیشرفت در جامعه دانشآموزی، اندازهگیری تربیتی، 83-63 :(۳)7.
مطهرینژاد، فاطمه؛ رضایی، علی محمد؛ حیدریه، سیده مرضیه و نوروزی، ریحانه (1394). ارتباط خودکارآمدی و انگیزه پیشرفت با پیشرفت تحصیلی دانشآموزان مبتلاء به ناتوانی یادگیری، مجله دانشگاه علوم پزشکی مازندران، 333، 329. :(132)25.
هاشمی چلیچه، سمیه؛ هاشمی، زهرا و نقش، زهرا ( ۱۳۹۷). نقش واسطه‌ای هیجان‌های پیشرفت در رابطه میان سبک‌های اسنادی و ارزش تکلیف با فرسودگی تحصیلی، فرهنگ مشاوره و روان‌درمانی، ۱۴۰-۱۱۹ :۳۴.
Adewale, A. A., Adepoju, B., Garba, B. B., & Oscar, B. (2019). The Effect of Self Efficacy on Perceived Job Insecurity in the Nigerian Banking Industry: The Mediating Role of Employee Self Esteem. Romanian Journal of Psychology, 21 (1): 131-142.
Akpur, U. (2020). Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement. Thinking Skills and Creativity, 37: 100683.
Alhadabi, A., Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1): 519535.
Bandura, A. (2001). Social cognitive theory: An agented perspective. Annual Review of Psycholog, 52: 1-26.
Bapiri, O. A., Kalantari, M., Taher Neshat Doost, H., & Oreyzi Samani, S. H. R. (2020). The Relationship between General Self-Efficacy, Belonging and Love and Meaning in Life through the Mediating of Social Values among Secondary School Girls. Knowledge & Research in Applied Psychology, 21(1): 20-30 [In Persian]
Domenech-Betoret, F., Abellan-Rosello, L., & Gomez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of student's expectancy-value beliefs. Frontiers in Psychology, 8: 1-12.
Chonsalasin, D., Khampirat, B. (2020). The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand. IEEE, 10: 11858-11870.
Elliot, A. J, & Mc Gregor, H. A. (2001). Achievement goal framework. Journal of Personality and Social Psychology, 80(3): 501-519.
Elliot, A.J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3): 613-623.
Elliot, A. J., Aldhobaiban, N., Murayama, K., Kobeisy, A., Gocłowska, M. A., & Khyat, A. (2018). Impression management and achievement motivation: Investigating substantive links. International Journal of Psychology, 53 (1): 16-22.
Erturan G, McBride R, Agbuga B. 2020. Self-regulation and self-efficacy as mediators of achievement goals and leisure time physical activity: a proposed model. Pedagogy of Physical Culture and Sports, 24(1): 12-20.
Esmaeili, S., & Ezatinia, M. J. (2019). The Effectiveness of life skills training on self-regulation and self-efficacy of students. Journal of Educational Administration Research Quarterly, 10(39): 145-160. [In Persian]
Geitz, G., Joosten-ten Brinke, D., & Kirschner, P. A. (2016). Changing learning behavior: Self-efficacy and goal orientation in PBL groups in higher education. International Journal of Educational Research, 75: 146-158.
Gholamali Lavasani, M., Hejazi, E., & Khezriazar, H. (2012). The role of self-efficacy, task value, achievement goals and cognitive engagement in mathematics achievement: Testing a causal model. Quarterly Journal of Educational Innovations, 11(1): 7-28. [In Persian]
Greene, J. A, & Azevedo, R. (2007). A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3): 334-372.
Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37: 161-168.
Hashemicholicheh, S., Hashemi, Z., & Naghsh, Z. (2018). The mediatory role of the achievement emotions in relationship between Attributional styles, task value and academic burnout. Counseling culture & Psychotherapy, 9(34): 119-140. [In Persian]
Honicke, T., Broadbent, J., & Fuller –Tyszkiewicz, M. (2019). Learner Self-Efficacy, Goal Orientation, and Academic Achievement: Exploring Mediating and Moderating Relationships. Higher Education Research & Development, 39: 689-703.
Janke, S. (2022). Give me freedom or see my motivation decline: Basic psychological needs and the development of students' learning goal orientation. Learning and individual differences, 96: 102158.
Joushafar, A. A., Hassani Zangbar, N., & Sattari, Y. (2014). The relationship between learning styles and goal orientation with academic burnout of Bostanabad high school students in 2012-2013. Journal of Instruction & Evaluation, 7(27): 55-66. [In Persian]
Karsheki, H., & Kohi, M. (2016). Psychometric properties of the academic homework value scale among graduate students of Ferdowsi University of Mashhad. Journal of Educational Research, 115-130 :( 53) 13. [In Persian]
Keskin, H. K. (2014). A path analysis of metacognitive strategies in reading, self-efficacy and task value. International Journal of Social Sciences & Education, 4: 798-808.
Khaleghkhah, A., Rezaiisharif, A., Sheikholslamy, A., & Pirgholi Kivi, M. (2019). The relationship between social intelligence and self-efficacy with students' creative problem solving style. Journal of Innovation & Creativity in Human Science, 9(1): 185-210. [In Persian]
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th Ed.). New York: The Guilford Press.
Li, X., Huebner, E. S., & Tian, L. (2020). Relations between achievement task values and academic achievement and depressive symptoms in Chinese elementary school students: Variable-centered and person-centered perspectives. School Psychology, 36 (3): 167-180.
Lim, J., Kim, M., Chen, S. S, & Ryder, C. E. (2008). An empirical investigation of student achievement and satisfaction in different learning environments. [Electronic version]. Journal of Instructional Psychology, 35 (2): 56-78.
Liu, J., Peng, P., Luo, L. (2020). The Relation between family socioeconomic status and academic achievement in China: A meta-analysis. Educational Psychology Review, 32: 49-76.
Liu, Q., Du, X. & Lu, H. (2023). Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation. Current Psychology, 42: 2619–2635.
Lu, B., Deng, Y., Yao, X., Li, Z. (2021). Learning Goal Orientation and Academic Performance: A Dynamic model. Journal of Career Assessment, 30(2): 1-17.
Maniaci, G., La Cascia., Giammanco, A., Ferraro, L., Palummo, A., Saia, G. F., Pinetti, G., Zarbo, M., & La Barbera, D. (2023). The impact of healthy lifestyles on academic achievement among Italian adolescentS. Current Psychology, 45: 5055-5061.
Mawang LL, Kigen EM, Mutweleli SM. 2020. Achievement goal motivation and cognitive strategies as predictors of musical creativity among secondary school music students. Psychology of Music, 48(3): 421-433.
Meece, J., Blumenfeld, P., & Hoyle, R. (1988). Student goal orientation and cognitive engagment in classroom activities. Journal of Educational Psychology, 80: 514- 523.
Moradi, A., & Sharifi, K. (2018). The relationship between perception from the achievement goals emphasized by parents and teachers with self-efficacy beliefs and coping strategies of students in mathematics: The role of math achievement goals. Journal of School Psychology & Institutions, 7(1): 183-518. [In Persian]
Moshtaghi, S., Mir Hashemi, M., & Sharifi, H. P. (2012). An Investigation of the Psychometric Properties of the Achievement Goal Questionnaire-Revised (AGQ-R) among the Student Population. Quarterly of Educational Measurment, 2(7): 71-90. [In Persian]
Motaharinezhad, F., Rezaye, S. S., Heidarieh, S. M., & Noruzi, R. (2016). Relationship between Self-efficacy, Achievement Motivation and Academic Achievement in Students with Learning Disabilities. J Mazandaran Univ Med Sci, 25 (132):329-333. [In Persian]
Patricia, A. N.) 2000). Cost Perception and the Expectancy-Value Model of Achievement Motivation. Paper Presented at The Annual Meeting of The American Educational Research Association (New Orleans, La; 21-28).
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1): 128-132.
Pintrich, P. R., & De Groot, E. V. (1991). Motivation and self-regulated learning components of class room academic performance. Journal of Educational Psychology, 82: 33 – 40.
Pintrich, P. R. (2000). Multiple goals, multiple pathway: the role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3): 544-555.
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments & Computers, 36(4), 717–731.
Reigal, R. E., Vazquez-Diz, J. A., Morillo-Baro, J. P., Hernandez-Mendo, A., & Morales-Sanchez, V. (2020). Psychological Profile, Competitive Anxiety, Moods and Self-Efficacy in Beach Handball Players. International Journal of Environmental Research and Public Health, 17 (1): 241.
Rezaei Rad, M., & Naseri, E. (2020). The effect of mobile learning-based education on self-efficacy, self-control, self-regulation, and academic performance students. Quarterly Journal of Information and Communication Technology in Educational Sciences, 12(39): 125-144. [In Persian]
Sanchez Rosas, J. (2015). Validation of the achievement goal questionnaire-revised in Argentinean university students (A-AGQ-R). International Journal of Psychological Research, 8(1): 10-23.
Sanli, C. (2021). The relation between task value, test anxiety and academic self-efficacy: A moderation analysis in high school geography course. Participatory Educational Research, 8(1): 265-275.
Soltani, A., Boka, R. S., & Jafarzadeh, A. (2022). Students’ perceptions of learning environment: associations with personal mastery goal orientations, regulations, and academic performance in biology. International Journal of Science Education, 44(9): 1462-1480.
Sherer, M., & Madddux, J. E. (1982). The Self-Efficacy Scale: Construction and validation. Psychological Report, 51: 663-671.
Shin, S., Brush, T., & Glazwski, K. D. (2020). Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments: impact on academic achievement and group performance. Educational Technology Research and Development, 68: 2423-2447.
Tomas, J. M., Gutierrez, M., Georgieva, S., & Hernandez, M. (2020). The effects of self‐efficacy, hope, and engagement on the academic achievement of secondary education in the Dominican Republic. Psychology in the Schools, 2(57): 191-203.
Wagner, I. (2020). Effectiveness and perceived usefulness of follow-up classroom observations after school inspections in Northern Germany. Studies in Educational Evaluation, 67: 100913.
Wahyudi, W. (2022). Five components of work motivation in the achievement of lecturerperformance. Scientific journal of reflection: Economic, Accounting, Management, & Business, 5(2):466-473.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28: 12-23.
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: a theoretical analysis. Developmental Review, 12: 265–310.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25: 68–81.
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation. San Diego, CA: Academic Press.
Yang, G. (2018). Understanding Continuous Use Intention of MOOCs -A Perspective from Subjective Task Value. Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018).
_||_Adewale, A. A., Adepoju, B., Garba, B. B., & Oscar, B. (2019). The Effect of Self Efficacy on Perceived Job Insecurity in the Nigerian Banking Industry: The Mediating Role of Employee Self Esteem. Romanian Journal of Psychology, 21 (1): 131-142.
Akpur, U. (2020). Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement. Thinking Skills and Creativity, 37: 100683.
Alhadabi, A., Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1): 519535.
Bandura, A. (2001). Social cognitive theory: An agented perspective. Annual Review of Psycholog, 52: 1-26.
Bapiri, O. A., Kalantari, M., Taher Neshat Doost, H., & Oreyzi Samani, S. H. R. (2020). The Relationship between General Self-Efficacy, Belonging and Love and Meaning in Life through the Mediating of Social Values among Secondary School Girls. Knowledge & Research in Applied Psychology, 21(1): 20-30 [In Persian]
Domenech-Betoret, F., Abellan-Rosello, L., & Gomez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of student's expectancy-value beliefs. Frontiers in Psychology, 8: 1-12.
Chonsalasin, D., Khampirat, B. (2020). The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand. IEEE, 10: 11858-11870.
Elliot, A. J, & Mc Gregor, H. A. (2001). Achievement goal framework. Journal of Personality and Social Psychology, 80(3): 501-519.
Elliot, A.J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3): 613-623.
Elliot, A. J., Aldhobaiban, N., Murayama, K., Kobeisy, A., Gocłowska, M. A., & Khyat, A. (2018). Impression management and achievement motivation: Investigating substantive links. International Journal of Psychology, 53 (1): 16-22.
Erturan G, McBride R, Agbuga B. 2020. Self-regulation and self-efficacy as mediators of achievement goals and leisure time physical activity: a proposed model. Pedagogy of Physical Culture and Sports, 24(1): 12-20.
Esmaeili, S., & Ezatinia, M. J. (2019). The Effectiveness of life skills training on self-regulation and self-efficacy of students. Journal of Educational Administration Research Quarterly, 10(39): 145-160. [In Persian]
Geitz, G., Joosten-ten Brinke, D., & Kirschner, P. A. (2016). Changing learning behavior: Self-efficacy and goal orientation in PBL groups in higher education. International Journal of Educational Research, 75: 146-158.
Gholamali Lavasani, M., Hejazi, E., & Khezriazar, H. (2012). The role of self-efficacy, task value, achievement goals and cognitive engagement in mathematics achievement: Testing a causal model. Quarterly Journal of Educational Innovations, 11(1): 7-28. [In Persian]
Greene, J. A, & Azevedo, R. (2007). A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3): 334-372.
Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37: 161-168.
Hashemicholicheh, S., Hashemi, Z., & Naghsh, Z. (2018). The mediatory role of the achievement emotions in relationship between Attributional styles, task value and academic burnout. Counseling culture & Psychotherapy, 9(34): 119-140. [In Persian]
Honicke, T., Broadbent, J., & Fuller –Tyszkiewicz, M. (2019). Learner Self-Efficacy, Goal Orientation, and Academic Achievement: Exploring Mediating and Moderating Relationships. Higher Education Research & Development, 39: 689-703.
Janke, S. (2022). Give me freedom or see my motivation decline: Basic psychological needs and the development of students' learning goal orientation. Learning and individual differences, 96: 102158.
Joushafar, A. A., Hassani Zangbar, N., & Sattari, Y. (2014). The relationship between learning styles and goal orientation with academic burnout of Bostanabad high school students in 2012-2013. Journal of Instruction & Evaluation, 7(27): 55-66. [In Persian]
Karsheki, H., & Kohi, M. (2016). Psychometric properties of the academic homework value scale among graduate students of Ferdowsi University of Mashhad. Journal of Educational Research, 115-130 :( 53) 13. [In Persian]
Keskin, H. K. (2014). A path analysis of metacognitive strategies in reading, self-efficacy and task value. International Journal of Social Sciences & Education, 4: 798-808.
Khaleghkhah, A., Rezaiisharif, A., Sheikholslamy, A., & Pirgholi Kivi, M. (2019). The relationship between social intelligence and self-efficacy with students' creative problem solving style. Journal of Innovation & Creativity in Human Science, 9(1): 185-210. [In Persian]
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th Ed.). New York: The Guilford Press.
Li, X., Huebner, E. S., & Tian, L. (2020). Relations between achievement task values and academic achievement and depressive symptoms in Chinese elementary school students: Variable-centered and person-centered perspectives. School Psychology, 36 (3): 167-180.
Lim, J., Kim, M., Chen, S. S, & Ryder, C. E. (2008). An empirical investigation of student achievement and satisfaction in different learning environments. [Electronic version]. Journal of Instructional Psychology, 35 (2): 56-78.
Liu, J., Peng, P., Luo, L. (2020). The Relation between family socioeconomic status and academic achievement in China: A meta-analysis. Educational Psychology Review, 32: 49-76.
Liu, Q., Du, X. & Lu, H. (2023). Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation. Current Psychology, 42: 2619–2635.
Lu, B., Deng, Y., Yao, X., Li, Z. (2021). Learning Goal Orientation and Academic Performance: A Dynamic model. Journal of Career Assessment, 30(2): 1-17.
Maniaci, G., La Cascia., Giammanco, A., Ferraro, L., Palummo, A., Saia, G. F., Pinetti, G., Zarbo, M., & La Barbera, D. (2023). The impact of healthy lifestyles on academic achievement among Italian adolescentS. Current Psychology, 45: 5055-5061.
Mawang LL, Kigen EM, Mutweleli SM. 2020. Achievement goal motivation and cognitive strategies as predictors of musical creativity among secondary school music students. Psychology of Music, 48(3): 421-433.
Meece, J., Blumenfeld, P., & Hoyle, R. (1988). Student goal orientation and cognitive engagment in classroom activities. Journal of Educational Psychology, 80: 514- 523.
Moradi, A., & Sharifi, K. (2018). The relationship between perception from the achievement goals emphasized by parents and teachers with self-efficacy beliefs and coping strategies of students in mathematics: The role of math achievement goals. Journal of School Psychology & Institutions, 7(1): 183-518. [In Persian]
Moshtaghi, S., Mir Hashemi, M., & Sharifi, H. P. (2012). An Investigation of the Psychometric Properties of the Achievement Goal Questionnaire-Revised (AGQ-R) among the Student Population. Quarterly of Educational Measurment, 2(7): 71-90. [In Persian]
Motaharinezhad, F., Rezaye, S. S., Heidarieh, S. M., & Noruzi, R. (2016). Relationship between Self-efficacy, Achievement Motivation and Academic Achievement in Students with Learning Disabilities. J Mazandaran Univ Med Sci, 25 (132):329-333. [In Persian]
Patricia, A. N.) 2000). Cost Perception and the Expectancy-Value Model of Achievement Motivation. Paper Presented at The Annual Meeting of The American Educational Research Association (New Orleans, La; 21-28).
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1): 128-132.
Pintrich, P. R., & De Groot, E. V. (1991). Motivation and self-regulated learning components of class room academic performance. Journal of Educational Psychology, 82: 33 – 40.
Pintrich, P. R. (2000). Multiple goals, multiple pathway: the role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3): 544-555.
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments & Computers, 36(4), 717–731.
Reigal, R. E., Vazquez-Diz, J. A., Morillo-Baro, J. P., Hernandez-Mendo, A., & Morales-Sanchez, V. (2020). Psychological Profile, Competitive Anxiety, Moods and Self-Efficacy in Beach Handball Players. International Journal of Environmental Research and Public Health, 17 (1): 241.
Rezaei Rad, M., & Naseri, E. (2020). The effect of mobile learning-based education on self-efficacy, self-control, self-regulation, and academic performance students. Quarterly Journal of Information and Communication Technology in Educational Sciences, 12(39): 125-144. [In Persian]
Sanchez Rosas, J. (2015). Validation of the achievement goal questionnaire-revised in Argentinean university students (A-AGQ-R). International Journal of Psychological Research, 8(1): 10-23.
Sanli, C. (2021). The relation between task value, test anxiety and academic self-efficacy: A moderation analysis in high school geography course. Participatory Educational Research, 8(1): 265-275.
Soltani, A., Boka, R. S., & Jafarzadeh, A. (2022). Students’ perceptions of learning environment: associations with personal mastery goal orientations, regulations, and academic performance in biology. International Journal of Science Education, 44(9): 1462-1480.
Sherer, M., & Madddux, J. E. (1982). The Self-Efficacy Scale: Construction and validation. Psychological Report, 51: 663-671.
Shin, S., Brush, T., & Glazwski, K. D. (2020). Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments: impact on academic achievement and group performance. Educational Technology Research and Development, 68: 2423-2447.
Tomas, J. M., Gutierrez, M., Georgieva, S., & Hernandez, M. (2020). The effects of self‐efficacy, hope, and engagement on the academic achievement of secondary education in the Dominican Republic. Psychology in the Schools, 2(57): 191-203.
Wagner, I. (2020). Effectiveness and perceived usefulness of follow-up classroom observations after school inspections in Northern Germany. Studies in Educational Evaluation, 67: 100913.
Wahyudi, W. (2022). Five components of work motivation in the achievement of lecturerperformance. Scientific journal of reflection: Economic, Accounting, Management, & Business, 5(2):466-473.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28: 12-23.
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: a theoretical analysis. Developmental Review, 12: 265–310.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25: 68–81.
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation. San Diego, CA: Academic Press.
Yang, G. (2018). Understanding Continuous Use Intention of MOOCs -A Perspective from Subjective Task Value. Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018).
