Explaining the Causal Relationship Between Effort Beliefs and Academic Well-Being in Female Junior High School Students: The Mediating Role of Goal Orientation
Keywords:
students' goal orientation, academic well-being, Effort beliefsAbstract
Objective: This study aimed to explain the causal relationship between effort beliefs and academic well-being through the mediating role of goal orientation in female junior high school students.
Methodology: This descriptive–correlational study employed structural equation modeling. The population consisted of female junior high school students in Sari during the 2024–2025 academic year, from whom 350 students were selected using convenience sampling. Data were collected using the Effort Beliefs Scale, the Goal Orientation Questionnaire, and the Academic Well-Being Questionnaire. Data analysis was conducted using SPSS and AMOS software.
Findings: Structural model results indicated that effort beliefs had a significant direct effect on academic well-being. Goal orientation–approach showed a positive and significant effect on academic well-being, whereas goal orientation–avoidance did not show a significant direct effect. The indirect effect of effort beliefs on academic well-being through both dimensions of goal orientation was significant. The proposed model explained 37% of the variance in academic well-being.
Conclusion: The findings suggest that effort beliefs contribute to academic well-being both directly and indirectly by shaping students’ goal orientations, particularly approach-oriented goals, highlighting the importance of motivational belief systems in promoting students’ academic well-being.
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Copyright (c) 2025 Shiva Zare (Author); Jamal Sadeghi; Alireza Homayuni, Tahmooras Aghajanyhashjin (Author)
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