Academic Achievement as a Function of Goal Orientation and Course Perception Mediated by Academic Self-Regulation

To help with the prediction of school achievement through a mathematical model incorporating goal orientation, course perception, and academic self-regulation, a sample of 380 9th graders in Tabriz was selected using the cluster sampling method. Instruments used to measure these constructs were translated ones. Data analyses showed that goal orientation and course perception have a direct impact on achievement. Indirect impact of three of the goal orientation constituents is through cognitive and metacognitive strategies while the fourth one has no such impact. From among the constituents of course perception, interest has an indirect impact through the cognitive and metacognitive strategies while the other three have positive indirect impact through cognitive strategies only. Overall, the goal orientation factor proved to be a better predictor of school achievement.