Prediction of academic achievement by achievement goal orientation

Considering the importance of goal orientation and its effect on individuals’ performance, especially in educational situations and also considering the role of these orientations in the learning-teaching process, this study was carried out with the aim of determining the relation between the four-dimensional pattern of goal achievement and academic achievement and determining its predictive role in this field. This correlation study was performed in academic year of 2011-2012 in Dezful, Iran, on 609 students who were selected by random multistage sampling method. Data were collected using the Goal Achievement Questionnaire of Elliot & McGregor. The mean scores of the students were used as an index for academic achievement. Data were analyzed by descriptive statistics, Pearson correlation coefficient and multiple regression analysis using SPSS 18 software. There was significant relationship between mastery-approach, performance-approach, performance-avoidance and academic achievement (p<0.01). Regression coefficients also showed that mastery-approach and performance-approach orientation were positive predictors and performance-avoidance was a negative predictor for academic achievement. Findings of the study emphasize the importance of investigating different achievement goals and their influence on academic variables. In addition, implications for educational practice have been discussed.