The Relationship between Task Value and Goal Orientation with Academic Achievement: The Mediating Role of Self-Efficacy
Subject Areas : Educational Psychology
Maryam Khamushian Sahneh
1
,
zahra tanha
2
,
Razieh jalili
3
1 - Master's degree in Educational Psychology, Islamic Azad University, Khorramabad, Iran
2 - Assistant Professor, Department of Psychology, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran
3 - Assistant Professor, Department of Educational Sciences, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran
Keywords: Academic Achievement, goal orientation, Self-efficacy, Task value,
Abstract :
The purpose of the present study is to investigate the relationship between task value and goal orientation with academic achievement with the mediating role of self-efficacy in students of Khorram Abad Azad University. The research method was a correlational description. The statistical population was 12,000 students of the Islamic Azad University, Khorramabad branch. The sample size was selected based on Klein's model and with available sampling method (online method) of 350 people. To measure the research variables, students' last semester's GPA, Pintrich & DeGroot's task value scale, achievement goal questionnaire–revised Elliott and Murayama and the general self-efficacy scale of Sherer & Maddux were used. Data were analyzed with Pearson's correlation coefficient and structural equations using SPSS and Amos software version 24. Based on the data analysis, there is a significant relationship between the task value, goal orientation and self-efficacy with academic achievement (P<0.01). Also, the direct paths of this research were significant and the indirect paths of task value and goal orientation through the mediating role of self-efficacy on students' academic achievement were significant. Finally, the final research model had a good fit (RMSEA = 0.061 and P-value < 0.05) and 39% of the variance of academic achievement was explained by the task value and the goal orientation with the mediating role of self-efficacy. Therefore, it can be concluded that the studied variables have a theoretical intersection and paying attention to the effect of these variables on students' academic achievement can be used in future planning and cover the gaps.
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).
