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.
