Authors
1 Educational Psychology Department, Shiraz University, Shiraz, Iran
2 Quality Improvement in Clinical Education Research Center, Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran
3 Educational Psychology Department, Kharazmi University, Tehran, Iran
Abstract
Introduction: In the past 2 decades, research findings established achievementgoal theory as a powerful framework for conceptualizing difference in thequality of student’s engagement, persistence on task, and academic resilience.So the present study examined the relationship between achievement goalorientations and academic resilience.Method: Participants were 606 students (307 girls and 297 boys) selected fromShiraz high schools. They completed the Achievement Goals Questionnaireand Youth development Module Scale (RYDM). To analyze the data, therelationships between variables were examined, using Pearson product–moment correlations. Also simulanteous multiple regression was performedto investigate the prediction of academic resilience by achievement goalorientations. To examine the reliability and the validity of measures Cronbachalpha coefficient and factor analysis method were applied, respectively.Results: Simultaneous multiple regression of achievement goal orientationson academic resilience showed that “mastery-approach” was a significantpositive predictor of the “home care/high” and “peer care” subscales. Also,“performance-approach” was a significant, positive predictor of “home care/high”, and “school/community meaningful” was predicted by “performanceavoidance”positively.Conclusion: According to the findings, it seems that achievement goalorientation has a critical role in students’ academic achievement. Implications of the results are discussed in more details.Keywords: Resilience, Education, Goal orientation
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