العلاقة بين توجهات أهداف الإنجاز و التوافق النفسي في ضوء معتقدات الكفاءة الذاتية الأكاديمية كمتغير وسيط لدى طلبة الصف العاشر في سلطنة عمان

Abstract EN

This study investigated the relationship between achievement goal orientations and psychological adjustment.

The sample of the study consisted of 600 male and female students from the 10th grade of the basic education in the Sultanate of Oman.

The researchers used the measures of Psychological Adjustment, Achievement Goal Orientations and Academic self-efficacy Beliefs.

The results indicated direct effects of the students’ achievement goals and self-efficacy beliefs on psychological adjustment.

The results supported the mediating role of academic self-efficacy in the relationship between achievement goals and psychological adjustment, as well as the existence of indirect positive effects of the mastery-approach goals on the psychological adjustment through academic self-efficacy beliefs.

Negative indirect effects on psychological adjustment were found for both mastery-avoidance and performance-avoidance goal orientations through academic self-efficacy beliefs.

No indirect effects were found for performance-approach goals.