Model Fit Test in The Relationship Between Academic self-efficacy, 3×2 Achievement Goals and Intrinsic- Extrinsic Motivation of Secondary High School Students

This study has been done with the purpose the investigating the direct and indirect effects between academic self-efficacy, 3×2 achievement goals and intrinsic- extrinsic motivation of secondary school students in Anar city. In this correlational study, 270 students were selected by multistage cluster sampling method and responded to items of achievement motivation scale , the academic self-efficacy subscale of Motivated Strategies for Learning Questionnaire by Pintrich & Degroot (1990), and 3×2 acheivement goals questionnaire by Elliot,Murayama and Pekrun (2011). Data were also analyzed using path analysis method.The results showed that the direct effect of academic self-efficacy on task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance goals and intrinsic and extrinsic motivation was positive and significant. Other results showed that the direct effect of task-approach goals on intrinsic motivation was positive and significant but direct effect of self-approach, self-avoidance and other-avoidance goals was negative and significant and the direct effect of task-avoidance and other-approach goals was not significant. the direct effect of self-avoidance on extrinsic motivation was negative and significant but direct effect of task-approach, task-avoidance, other-approach, other-avoidance and self-approach was not significant. The mediating findings also showed that task-approach goals had positive and significant mediating role, and self-approach and self-avoidance goals had negative and significant mediating role in the relationship between academic self-efficacy and intrinsic motivation. These results indicate that the type of achievement goals that learners adopt, can effect the relationship between academic self-efficacy and type of learner motivation, especially effect on intrinsic motivation.