The role of achievement goal orientation and self- efficacy beliefs in learning approaches of students

The purpose of present research is study the role of achievement goal orientation and self-efficacy in learning approaches, and explaining predicted model of learning approaches of students. Learning approach shows quality and manner learning of materials and were consisted of three levels: surface, deep and achievement. Achievement goal orientation refers to learners reasons and purposes of doing homework and Include performance approach, performance avoidance, mastery performance and mastery avoidance goals. Self-efficacy refers to individual's judgments about their abilities and competence to perform successfully a task. The population were high school students of Bijar city. mathematic, empirical and human sciences (N=280) were selected by use of stratified random sampling and were given to them study process questionnaire(SPQ) devised by Biggs(1987), achievement goal questionnaire(AGQ) devised by Elliot & MC Gregor(2001)and self- efficacy subscale of Motivated Strategies for Learning Questionnaire (MSLQ) devised by Pintrich & De Groot (1990). Results of multiple regression showed that mastery approach (positively) and performance avoidance(negatively) predict deep learning approach mastery approach and performance approach(positively both of them) predict achievement learning approach and mastery approach and performance approach(negatively both of them), and mastery avoidance(positively) predict surface learning approach. simple regression showed that self- efficacy predict deep and achievement learning approach positively and predict surface learning approach negatively. Study results, not only reveals cognitive patterns and motivation interactions, but also includes significant points for educational systems.