The role of the intermediate goals of progress in the relationship between the structure of the educational system and the academic achievement of students

The purpose of this study was to investigate the intermediate role of progress goals in relation between the structure of the educational system and academic achievement of students. The population of the study consisted of all students of technical and engineering colleges of 5 universities in Tehran. A random sample of 400 students was selected as the research sample. The instruments used in this study are the Meggliidal Classroom Object Structure Questionnaire and the Elliotomaggregate Progression Objectives Questionnaire. To measure the academic achievement of students, the average of all students in the past is used. Research data from the structural equation model examined the research hypothesis. The results of the research show that the target structure with complete mediation of the goals of the progression explains 23% of the changes in the academic achievement of the students, and according to the objectives of the approach-functional progression, the goal-oriented approach-functional structure, the dominant goal structure, the goals of the approach-mastery progress, the goals Achievement-Avoidance Progress, Avoidance-Performance Progress Objectives, and Avoidance-Functional Objective Structure, explain the student's academic achievement. Given the more perceptions of the functional target structure in students and their functional targeting, it is suggested that planning for a higher education structure is based on the mastery of the target structure in order to increase the level of commitment to learning by guiding students towards the goals of mastery progression.