Predicting the Mental Health of Students Based on Achievement Goals and Metacognitive Strategies (Students of Mināb University of Educators)

The objective of the present research was to predict the mental health of students based on the achievement goals and metacognitive strategies of the students at Mināb University of Educators. The research method was descriptive correlational, and the statistical population comprised all 2,200 students of Mināb University of Educators. The sample was selected from this population through simple random sampling, and—using the Krejcie and Morgan table—it consisted of 327 individuals. For data collection, three questionnaires were employed: the Achievement Goals Questionnaire by Midl Ten and Migli (1997), the Metacognitive Strategies Questionnaire by Pentrich and DiGroot (1990), and the Mental Health Questionnaire (Goldberg and Hillier, 1978). To test the research hypotheses, the data were processed using SPSS version 23. The findings indicated that there exists a significant positive relationship between achievement goals and metacognitive strategies with the mental health of the students at Mināb University of Educators. A significant positive relationship was also observed between the dimensions of achievement goals (mastery, approach–performance, and avoidance–performance) and mental health. The regression analysis results revealed that the achievement goals variable predicts approximately 93% of the variance in mental health, while the metacognitive strategies variable predicts about 87% of the variance. Furthermore, the results indicated that the dimensions of achievement goals predict around 94% of the variance in mental health, with the avoidance–performance dimension—with a beta coefficient of 0.565—contributing most significantly to the prediction of mental health.