The Relationship Between Achievement Goals and Psychological Adjustment: Academic Self-effcacy Beliefs as a Mediator For 10th Graders in Oman

Abstract

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-effcacy Beliefs. The results indicated direct effects of the students’ achievement goals and self-effcacy beliefs on psychological adjustment. The results supported the mediating role of academic self-effcacy 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-effcacy beliefs. Negative indirect effects on psychological adjustment were found for both mastery-avoidance and performance-avoidance goal orientations through academic self-effcacy beliefs. No indirect effects were found for performance-approach goals.