University of Mohaghegh Ardabili Journal of School Psychology 22520821 5 4 2017 02 19 The role of achievement goals orientation in math performance: Mediating students’ self-regulation The role of achievement goals orientation in math performance: Mediating students’ self-regulation 85 100 513 FA B Kord Assistant Professor, Department of Psychology, Mahabad Branch, Islamic Azad University Journal Article 2017 03 11 The main aim of this study was to investigate the role of achievement goals orientation in students' math performance and the mediating role of self-regulation. The sample included 358 students of randomly selected through cluster sampling. This research is a correlational study. Predicting variables were achievement goals orientation as well as self-regulation, and math performance was the criterion variable. The instruments were Middleton and Midgley achievement goals orientation as well as Pintrich and de Groot self-regulation questionnaires. Math scores were used to reflect the math performance of the students. The results indicated a significant correlation between the variables of self-regulation, mastery orientation, and achieving goals orientation with math performance, but there was not a significant correlation between achieving goals orientation with self-regulation and math performance. The results also showed a direct effect of self-regulation and the direct and indirect effects of performance-approach and mastery goals orientations on math performance as positive and significant. Therefore, self-regulation plays a significant and facilitative, mediating role between motivational orientations and math performance. The main aim of this study was to investigate the role of achievement goals orientation in students' math performance and the mediating role of self-regulation. The sample included 358 students of randomly selected through cluster sampling. This research is a correlational study. Predicting variables were achievement goals orientation as well as self-regulation, and math performance was the criterion variable. The instruments were Middleton and Midgley achievement goals orientation as well as Pintrich and de Groot self-regulation questionnaires. Math scores were used to reflect the math performance of the students. The results indicated a significant correlation between the variables of self-regulation, mastery orientation, and achieving goals orientation with math performance, but there was not a significant correlation between achieving goals orientation with self-regulation and math performance. The results also showed a direct effect of self-regulation and the direct and indirect effects of performance-approach and mastery goals orientations on math performance as positive and significant. Therefore, self-regulation plays a significant and facilitative, mediating role between motivational orientations and math performance. https://jsp.uma.ac.ir/article_513_6611b36849a5c7e6d6b7a5b931c1f2c1.pdf