this research aimed to study of the effects of classroom goal structures on students’ psychological wellbeing with respect to the mediating role of self-efficacy and basic psychological needs. in this regard, the effects of performance and mastery goal structure as exogenous variables with self-efficacy and basic psychological needs as mediating variables on wellbeing were tested through a hypo...

abstractdeveloping self-regulated learners has been the life-long ambition of different stakeholders in education. this study was set out to find the relationships between self-regulated strategies as defined by time and resource management, cognitive and metacognitive strategies, achievement goals classified as mastery, performance-approach and performance-avoidance, and the listening achievem...

Research on achievement goals has demonstrated that mastery goals positively impact achievement-related outcomes, but paradoxically hold an inconsistent relation with academic achievement. We hypothesized that this relationship depends on the reason why students endorse mastery goals--namely, to garner teachers' appreciation (social desirability) or to succeed at university (social utility). Fi...

abstract   introduction: the aim of present study was the investigation of simple and multiple correlations of motivational strategies (self-efficacy, achievement goals and test anxiety) with english language academic performance.   methods: for this purpose, 296 pre university students (139 girls and 157 boys) were selected by clustery random sampling and motivational strategies and achievemen...

There is a consensus of opinion among proponents of theories of achievement goals that people may choose to pursue two different types of goals: mastery goals that focus on developing competence through task mastery and learning and performance goals that focus on demonstrating competence by outperforming others (Ames and Archer, 1987; Dweck and Leggett, 1988; Nicholls, 1989; Ames, 1992; Pintri...

Two experiments focused on examining the influence of mastery-avoidance goals on performance improvement, and more specifically, on mastery-avoidance goals grounded in an intrapersonal standard. That is, herein, mastery-avoidance goals entail striving to avoid doing worse than one has done before. Both experiments demonstrated that in a multiple-trial context, mastery-avoidance goals are delete...

This study investigates the relationship between achievement goals and the type of knowledge acquired during a University lecture course in Cognitive Psychology. Students’ achievement goals (mastery-approach, performance-approach, and performance-avoidance) were measured right before each of the 3 exams administered during the course. Each exam included items that assessed factual, conceptual, ...

The present study examined how achievement goals affect retrieval-induced forgetting. Researchers have suggested that mastery-approach goals (i.e., developing one’s own competence) promote a relational encoding, whereas performance-approach goals (i.e., demonstrating one’s ability in comparison to others) promote item-specific encoding. These different encoding processes may affect the degree t...

Two experiments focused on examining the influence of mastery-avoidance goals on performance improvement, and more specifically, on mastery-avoidance goals grounded in an intrapersonal standard. That is, herein, mastery-avoidance goals entail striving to avoid doing worse than one has done before. Both experiments demonstrated that in a multiple-trial context, mastery-avoidance goals are delete...