Journal of Research in Educational Systems

Abstract The purpose of this study was to determine the causal relationship between achievement goals and academic performance through mediating of academic buoyancy in secondary high school girl students in Ramhormoz. The research method was descriptive correlational. The study population consisted of all secondary high school girl students during the academic year of 2018. From this population, 302 students were selected by multistage cluster sampling. The instruments used included the achievement goals scale of Middleton & Midgley (1997), academic buoyancy scale of Hossein Chari and Dehghanizadeh (2012) and the students' average as an academic performance index. The data were analyzed using correlation matrix and path analysis statistical methods using Spss18 and Amos 23 software. The results showed that both variables of achievement goals (goals of master, performance and avoidance) and academic buoyancy had a direct effect (p

Abstract The purpose of this study was to compare academic engagement, academic self-efficacy and achievement with academic performance in gifted second-degree high school students (males and females) in Ahwaz city. This research was a causal-comparative study. The sample included 300 gifted students (140 gifted males and 160 gifted females) who were selected by stratified random sampling. The required data were collected from three educational questionnaires namely Zarang Questionnaire (2011), Mauritius Academic Self-efficacy Questionnaire (2001), and Midgley Development Goals Questionnaire (1998). The collected data were analyzed using statistical methods such as multivariate analysis of variance and One-variable. The findings of the study showed that gifted boys had lower mean than gifted girls did in three components of cognitive, behavioral, and motivational involvement and the self-efficacy of gifted boys was lower than the gifted girls was. The goals of achievement in the components of the goals of mastery and advancement of gifted students were averagely low and showed a high average for the gifted boys in the avoidance goals.Significant differences were found between the gifted- female students and the gifted-male students in all variables. This difference was significant at the 0.001 level. As a result, based on the findings, the gifted-male students that needs educational attention and individual efforts.

Abstract This study examined the causal relationships model of antecedents and consequences of achievement goal orientations among university students. On a sample consisting of 300 students (150 males 150 female), the Academic Self-Efficacy Questionnaire (ASEQ), the Perceived Parent Goal Emphases (PPGE), the Achievement Goal Questionnaire-Revised (AGQ-R), the Stress Appraisal Measure-Revised (SAM-R) and the Achievement Emotions Questionnaire-Short Form (AEQ-SF) were administrated. Results showed that there is a positive significant correlation between academic self-efficacy and perceived parent mastery goal emphasis with students' mastery goal orientation and a positive significant correlation between self-efficacy and perceived parent performance goal emphasis with students' performance goal orientation. Results also showed that there is a positive significant correlation between mastery goal orientation with adaptive appraisal and a negative significant correlation with non-adaptive appraisals and there is a positive correlation between performance goal orientation with non-adaptive appraisal and a negative correlation with adaptive appraisal.  Also, results indicated that there is a positive correlation between adaptive appraisal with positive emotions and a negative relationship with negative emotions and there is a positive correlation between non-adaptive appraisal with negative emotions and a negative correlation with positive emotions. On the one hand, these finding show that the self-efficacy beliefs and perceived parents' goal emphases have important role in prediction of students' goal orientations. On the other hand, these findings emphasis on the role of students' goal orientations in prediction of cognitive appraisals and achievement emotions for them.    

Abstract The purpose of this study was to investigate the intermediate role of progress goals in relation between the structure of the educational system and academic achievement of students. The population of the study consisted of all students of technical and engineering colleges of 5 universities in Tehran. A random sample of 400 students was selected as the research sample. The instruments used in this study are the Meggliidal Classroom Object Structure Questionnaire and the Elliotomaggregate Progression Objectives Questionnaire. To measure the academic achievement of students, the average of all students in the past is used. Research data from the structural equation model examined the research hypothesis. The results of the research show that the target structure with complete mediation of the goals of the progression explains 23% of the changes in the academic achievement of the students, and according to the objectives of the approach-functional progression, the goal-oriented approach-functional structure, the dominant goal structure, the goals of the approach-mastery progress, the goals Achievement-Avoidance Progress, Avoidance-Performance Progress Objectives, and Avoidance-Functional Objective Structure, explain the student's academic achievement. Given the more perceptions of the functional target structure in students and their functional targeting, it is suggested that planning for a higher education structure is based on the mastery of the target structure in order to increase the level of commitment to learning by guiding students towards the goals of mastery progression