Predicting academic self-efficacy based on learning strategies, taking into account the role of mediating achievement goals

The purpose of this study was to predict academic self-efficacy based on learning strategies, taking into account the mediating role of achievement goals. The research method is descriptive and is a type of structural equation modeling. The statistical population of the study was all students studying at Azad University of Tehran Markaz Branch in the academic year of 2016-17. The sample size was 401 students who were selected by clustering method (20 undergraduate classes from 5 faculties of Tehran central unit). The research tool was the self-efficacy questionnaire of Own and Feraman (1988), the scale of the Vienna-Stein learning strategies (1987), and achievement goals scale of Migley et al. (1988). The collected data were analyzed using structural equation modeling. Results of data analysis showed that the predictive model of academic self-efficacy based on learning strategies, considering the mediating role of achievement goals based on the experimental data, has a good fit. The direct and indirect effects of learning strategies on academic self-efficacy of students were confirmed with 95% confidence. The achievement goals directly affect academic self-efficacy.