The purpose of this study was to develop a structural model of students' academic engagement based on the achievement and self-regulation goals with the mediating role of academic motivation. In a descriptive-correlational study, 473 female students from the second-cycle secondary schools in the city of Ilām were selected, using a random stratified sampling method.
The purpose of this study was to justify and predict the self-regulation learning based on Bandura social cognitive model.
In this paper, we studied the mediating role of cognitive-academic engagement (deep and superficial processing strategies) between multi achievement goals (mastery, approach-performance, avoidance-performance goals) and academic achievement among female mathematics students in Tehran third grade high schools. 254 students have been selected through multi stage random sampling across high schools that located in north, south and center of Tehran.
The purpose of this study was to investigate the effect of self-efficacy, task value, mastery, performance-approach, performance-avoidance and cognitive engagement on students’ mathematics achievement using path analysis. 280 third grade high school students majoring in mathematics in a high school in the city of Mahabad participated in the study. The students filled out Middleton and Midgley’s Mathematics Self-Efficacy Questionnaire (1997), Midgley et. al’s Achievement Goals Scale (2000), Pintrich et . al’s Task Value Subscale (1991), and Kember et.