introduction: in the past 2 decades, research findings established achievement goal theory as a powerful framework for conceptualizing difference in the quality of student’s engagement, persistence on task, and academic resilience. so the present study examined the relationship between achievement goal orientations and academic resilience. method: participants were 606 students (307 girls and 2...

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...

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Part of the motivation behind the evolution of learning environments is the idea of providing students with individualized instructional strategies that allow them to learn as much as possible. It has been suggested that the goals an individual holds create a framework or orientation from which they react and respond to events. There is a large evidence-based literature which supports the notio...

Background Students’ motivation is known to influence academic outcomes. However there is a paucity of research showing the relative influences of motivational factors on short-term and long-term outcomes. Purpose The study investigates the relative influences of motivational factors— mastery goal orientation, value of schooling, and academic self-concepts (perceived competence in and affect to...

Exploratory learning before instruction can benefit understanding, but can also be challenging. Individual differences in response to challenge, such as achievement motivation, may therefore moderate the benefits of exploratory learning. Higher mastery orientation generally leads to increased effort in response to challenge, whereas higher performance orientation leads to withdrawal. Children (...