Structural Model of the Relationship Between Self-Theory and Academic Well-Being Based on the Mediating Role of Goal Orientation in Lower Secondary School Girls
Keywords:
Self-theory, academic well-being, goal orientation, structural equation modeling, lower secondary school girlsAbstract
The objective of this study was to examine the structural relationship between self-theory and academic well-being through the mediating role of goal orientation in lower secondary school female students. This descriptive–correlational study employed structural equation modeling. The statistical population consisted of lower secondary school girls in Sari during the 2024–2025 school year. A total of 350 students were selected through convenience sampling. Data were collected using the Self-Theory Scale, the Academic Well-Being Questionnaire, and the Revised Achievement Goal Orientation Questionnaire. Data analysis was performed using SPSS.v26 and AMOS.v23. Confirmatory factor analysis, multivariate assumption testing, and SEM path analysis were conducted to assess model fit and significance of pathways based on maximum likelihood estimation. Self-theory and goal orientation jointly explained 45% of the variance in academic well-being. Incremental beliefs significantly predicted learning-oriented goals (β=0.29, p=0.009) and showed a significant positive indirect effect on academic well-being (β=0.248, p=0.001). Entity beliefs negatively predicted learning-oriented goals (β=-0.366, p=0.001) and demonstrated a significant negative indirect effect on academic well-being (β=-0.210, p=0.001). Learning-oriented goal orientation positively predicted academic well-being (β=0.480, p=0.001), whereas avoidance-oriented goals negatively predicted it (β=-0.276, p=0.001). Mediation analysis using the Baron and Kenny approach confirmed significant indirect pathways. The findings indicate that incremental self-theory enhances academic well-being primarily through promoting learning-oriented goal orientations, whereas entity beliefs contribute to reduced academic well-being through avoidance-driven motivational patterns. These results underscore the importance of fostering growth-oriented beliefs to support students’ academic well-being.
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Copyright (c) 2025 Shiva Zare (Author); Jamal Sadeghi (Corresponding author); Alireza Homayouni, Tahmoures Aghajani Heshejin (Author)
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