Structural Model of Relationship between Performance-Approach Goals, Academic Engagement and Academic Achievement

Using a structural model, the present study invest igated the con tribution of academic engagement and performanceapproach goals in academic achievement among the girl students in third grade of high school. Multi-stage sampling was used for selecting 260 participants among Tehran high schools girl students in humanities. Two questionnaires were used: goal achievement scale and motivational strategies for learning questionnaire. In the present study, the average of students in five specific courses at the end of academic year was considered as in d e x o f st u d e n t ’s sco r e s a ca d emic achievement. The data was been analyzed by using structural equations model. The results indicated that causal effects of performanceapproach goals on task value, persistence on task, shallow and deep processing strategies was positive and on seeking help from peers wa s n ega tive. Ca usa l e ffe ct s of de ep p r ocessin g st ra tegie s, task valu e a nd persistence on task on academic achievement was positive and causal effects of shallow processing strategies and seeking help from peers on academic achievement was negative.