سازمان پژوهش و برنامه ریزی آموزشینوآوری های آموزشی1735-12357120080320The Role of Self - Efficacy, Achievement Goals, LearningThe Role of Self - Efficacy, Achievement Goals, Learning15317278877FAJournal Article19700101The purpose of the present research was to investigate the effect of self-efficacy and achievement goals as motivational variables and learning strategies and persistence as cognitive variables on student mathematics achievement. Tehran public secondary schools were stratified and 389 boy and girl students from among third grade of the secondary schools were selected randomly. A questionnaire consists of 6 subscales including self-efficacy, mastery goals, performanceapproach goals, avoidance-approach goals, learning strategies and persistence adopted from instruments of Miller and et.al. (1996) and Middleton and Midgley (1997) was administered. Furthermore, students’ final math exam grades were used to assess their achievement. Path analysis method was used for data analysis. The results revealed that there was a relatively good fit between the hypothesized model and the observed data. The direct effects of performance-approach goals, avoidance-approach goals, self-efficacy, learning strategies and persistence on mathematics achievement were confirmed. Self-efficacy had the most direct effect on mathematics achievement, compare to other variables of the proposed model. Mastery goals had a significant indirect effect on mathematics achievement through self-efficacy, learning strategies and persistence. The mediating role of persistence between avoidance-approach goals and mathematics achievement was significant but small in magnitude.The purpose of the present research was to investigate the effect of self-efficacy and achievement goals as motivational variables and learning strategies and persistence as cognitive variables on student mathematics achievement. Tehran public secondary schools were stratified and 389 boy and girl students from among third grade of the secondary schools were selected randomly. A questionnaire consists of 6 subscales including self-efficacy, mastery goals, performanceapproach goals, avoidance-approach goals, learning strategies and persistence adopted from instruments of Miller and et.al. (1996) and Middleton and Midgley (1997) was administered. Furthermore, students’ final math exam grades were used to assess their achievement. Path analysis method was used for data analysis. The results revealed that there was a relatively good fit between the hypothesized model and the observed data. The direct effects of performance-approach goals, avoidance-approach goals, self-efficacy, learning strategies and persistence on mathematics achievement were confirmed. Self-efficacy had the most direct effect on mathematics achievement, compare to other variables of the proposed model. Mastery goals had a significant indirect effect on mathematics achievement through self-efficacy, learning strategies and persistence. The mediating role of persistence between avoidance-approach goals and mathematics achievement was significant but small in magnitude.http://noavaryedu.oerp.ir/article_78877_3740b03bd33d763e44815cd4956d8bdb.pdf