The role of goal orientation and metacognitive reading strategies in predicting academic motivation of male students of Yazd Farhangian University

The purpose of this study is investigating the role of goal orientation and metacognitive reading strategies in predicting academic motivation in university student. The participants were 150 male students those were selected by using simple random sampling method. For assessing the research variables، the participants completed two measures: The Academic Motivation Scale version for student، Achievement Goal Questionnaire and metacognitive reading strategies questionnaire. Data were analyzed through Pearson correlation coefficient and multiple regression methods. The results showed that there are significant relationship between goal orientation performance-approach، mastery - avoidance، metacognitive strategies in reading and intrinsic motivation. Between goal orientation performance - approach، performance - avoidance and extrinsic motivation was a significant relationship. Was observed significant relationship between goal orientation performance-approach، mastery - avoidance، and amotivation. The results of regression that coefficients showed that goal orientation performance-approach، mastery-approach and metacognitive reading strategies can predict intrinsic motivation and goal performance - avoidance can predict extrinsic motivation and amotivation. With regard to the results، achievement goals and metacognitive reading strategies related to academic motivation and should be emphasized in academic settings.