The aim of this study was to evaluate the experiences of academic environment and thinking style on the goal orientation of graduate students according to the mediating role of self-efficacy. The present study is descriptive-correlational. The statistical population of the present study is the statistical population of this study includes all students of Semnan University in the academic year of 1997-98, of which 374 people from four faculties were selected as a sample by multi-stage cluster sampling method. Dundee\'s Environmental Perception Perceptions Questionnaire (1996), Schr .er\'s Self-Efficacy Questionnaire (1982), Stenberg\'s Thinking Style Questionnaire (1997), and Elliott and McGregor\'s Target Orientation Questionnaire (2001) were used to gather information. To analyze the data, Pearson correlation coefficient test and path analysis test were used. The direct effect of legislative style, executive style, experience of academic environment and self-efficacy on the orientation of tendency to domination, orientation of orientation and avoidant performance is significant. The indirect effects of the learning environment experience on orientation orientation orientation, orientational performance orientation, and avoidant performance are significant with self-efficacy mediation. The indirect effects of legislative and executive style on the tendency of domination and functionalist orientation are also significant with the mediation of self-efficacy. (P <0.01). All the variables in this study explain thirty-two percent of the changes in the target orientation variable. As a result, by increasing environmental support in the teacher, students\' self-efficacy and orientation in the executive style can be achieved to achieve the achievement of student-centered academic goals.
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