چکیده:
The present research, using a structural pattern, investigated the role of academic engagement and approach-performance goals in academic achievement. Using a multi-stage random sampling method, 260 female third-year high school students in the humanities field studying in Tehran city high schools were selected and studied. To evaluate the research variables, 'Achievement Goals' (Midgley et al., 1998) and the 'Motivated Strategies for Learning Questionnaire' (MSLQ) were used. In this research, the students' GPA at the end of the academic year in five specialized subjects was considered as an indicator of their academic achievement. The data were analyzed using structural equation modeling. The findings showed that the causal effect of approach-performance goals on task value, persistence in task, surface and deep processing strategies, and peer assistance is positive; it was also observed that the causal effect of deep processing strategies, task value, and persistence in task on academic achievement is positive, while the causal effect of surface processing strategies and peer assistance on academic achievement is negative.
خلاصه ماشینی:
Studies that have used causal models to explain the relationship between various cognitive and motivational variables and academic achievement have shown that the cognitive dimension of academic engagement, or the use of deep processing strategies such as elaboration and organization of information, mediates the relationship between mastery goals and academic achievement in high school students (Pintrich and Garcia, 1991; Green and Miller, 1996).
The results of longitudinal studies conducted on the role of self-regulated strategies in academic performance have also shown that mastery goals are very good predictors of high-level cognitive strategies, help-seeking, time management skills, and "task value"15, and these variables also have a direct relationship with academic performance and achievement (Pintrich and De Groot, 1990; Walters, Yu, and Pintrich, 1996).
Based on what was mentioned, and considering that one of the fundamental assumptions of socio-cognitive patterns of motivation is that motivation is context-dependent and task-dependent in students, and that student motivation can change as a function of academic domains or subjects (Bong, 2004), the main objective of the present research is to provide a structural model of the causal relationships between approach-performance goals, cognitive, emotional, behavioral, and behavioral-social dimensions of academic engagement, and academic achievement in female high school students studying in the humanities field, based on the following conceptual model.
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