1 هیئت علمی دانشگاه تهران؛
2 دستیار آموزشی دانشگاه پیام نور؛
3 دانشجوی دکتری روانشناسی تربیتی دانشگاه تهران؛
عنوان مقاله [English]
The purpose of the present study was to examine a predicting model of high school students’ mathematics achievement based on the role of achievement goals and different dimensions of academic engagement. For this reason, 500 third grade high school students (250 male and 250 female) in mathematics field from Shiraz were selected using cluster sampling method. They completed a questionnaire consisting of 4 subscales: achievement goals, effort, task value, and cognitive and metacognitive strategies. Their mathematics academic performance was also assessed by total score average in mathematics courses. The results were analyzed using path analysis technique and it showed that different dimensions of academic engagement influence the relationship between achievement goals and mathematics achievement. Mastery goals influence mathematics achievement through metacognitive strategies, task value and effort indirectly and positively. The effect of performance–approach goals on mathematics achievement are indirect and negative and through the mediation of cognitive strategies. Also, Performance–avoidance goals influence mathematics achievement directly and negatively. The mediating role of academic engagement in the relationship between achievement goals and mathematics achievement is confirmed.