Predicting Mastery Goal Orientation: Contributions of Classroom's Perceived Goals Structures

This research was conducted to study the predictive role of classrooms’ perceived goals structures (tasks, autonomy support, mastery evaluation and instrumentality) in prediction of mastery goal orientation. 300 secondary school students, including 150 males and 150 females, were selected from districts of Tabriz Office of Education. Data were gatheredthrough Survey of Blackborns’ Classroom Goals Structures and Academic Goal Orientation Questionnaire. Motivating task. Data were analyzed by multiple regression (stepwise) and path analysis. The results showed that motivating task was important predictive factor of students’ mastery goal orientation. In addition, it was found that 12% of the variance of mastery goal orientation was accounted by.