Causal model of students' academic goal orientations in academic optimism; The mediating role of self-regulation

Simultaneous With Expansion positive psychology , Attention to the Structures of personality Based on cognition ‌Positive Trend was Increasing. One of the most important of these structures is optimism. Another variable that can affect academic optimism is goal orientation . goal orientatons are same reasons or goals of students to engage in specific learning tasks.. Early research focused on two type of goal orientations ; Mastery goals in which the main focus is on mastery of learning tasks, and performance goals whose main focus was on competencies compared to others (Pintrich, 2000). (lin & et al 2017). In other words, the goals set by the students are also different. The main and most central division is the division in which students ; 1- tend to Creating competencies or 2- Demonstrating their competencies to others, which is in fact the same as performance and mastery goal (dwek, 1986). This dualism provided the ground for further progress in this field. Thus, the performance goals were divided into two parts; mastery goals (ie, the desire to show competence) and avoidance performance goals (ie, avoidance of competency) (Elliot & charch, 1997). Later, the dual division of avoidance - the tendency to mastery goals - also expanded. Thus, mastery approach (in the desire to be learning and desire to learn) and mastery avoidance (ie the tendency to avoid misunderstanding or failure in learning). Thus, a four-dimensional model of mastery and performance was created (et al, 2020) . (Tuominen Academic goal orientations are related to academic achievement and study-related activities such as self-regulation. According to theoretical principles, one of the other variables that can be related to students' academic optimism is academic self-regulation (wang & yang, 2020). self-regulation is concentrate of Thoughts, behaviors and emotions to achieve goals (Zimmerman, 1989, 2000) . Self-regulation Persons Are peoples who that select Goals For Self-selection and select strategies that suitable for learning goals maintains their Motivation for learning and Monitoring Your performance and evaluates self improvement toward goals. Self-regulated learning strategies are of four types. three of which are adaptive and one of which is unadaptive ( Zimmerman, 2000); The first strategy is to motivate and accept responsibility[1] for learning by students. This means that they have a responsibility to learn and progress and take responsibility for it. This is clearly a basic prerequisite for learning. The issue of accepting responsibility can manifest itself in preparing for classes, completing assignments on time, working hard, controlling efforts, and also tending to work hard. Ability to focus[2], The second strategy is self-regulation, which includes focusing on study activities and the ability to maintain control over failures and weaknesses that can make it difficult for students to achieve the tasks at hand. Concentration and attention enable the student to maintain and implement effective learning methods. The third strategy is information processing, ie expansion and reasoning, which represent metacognitive strategies. In fact, it reflects the deeper levels of information processing and has been shown to create active cognitive engagement in learning. But the fourth strategy for self-regulation, is self-handicapping that is incompatible way for self-expression [3] , and inconsistent motivational strategy to maintain and increase self-esteem. Some students deliberately postpone the study so that if they do not get the desired result, they attribute it to the delay in the study rather than not having a disability. Self-handicapping cause students to focus on other factors instead of focusing on their disabilities. This strategy is non-constructive and especially becomes more non-constructive over time