Abstract

The purpose of this study is to determine the mediating role of the attentional control dimension of self-regulation in the relationship between academic self-efficacy and academic goal orientation. The study, which was conducted by collecting data from a total of 405 university students, aimed to estimate the links between the research variables using structural equation modelling. Academic self-efficacy, control dimension of self-regulation scale, and academic goal orientation scale were used to collect data. The study's findings show a positive and significant relationship between academic self-efficacy and learning goal orientation, and the attentional control of self-regulation plays a significant partial mediating role in this relationship. In addition, the relationship between academic self-efficacy and performance-avoidance goal orientation was found to be negative and significant, and self-regulation's attentional control played a partial mediating role in this relationship. Based on the research findings, it was determined that academic self-efficacy and attentional control of self-regulation variables positively affect learning goal orientation. In contrast, they negatively affect performance-avoidance goal orientation. In addition, it was concluded that attentional control of self-regulation has a stronger mediating role in the relationship between academic self-efficacy and learning goal orientation than the relationship between academic self-efficacy and performance-avoidance goal orientation.

Keywords

References

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