Document Type : Research Paper
Authors
1 Master of General Psychology, Graduate of University of Tabriz, University of Tabriz, Tabriz, Iran
2 Full Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.
Abstract
The present study aimed to examine the mediating role of self-efficacy perceptions in the relationship between goal orientations and internal locus of control with academic enthusiasm among 235 female high school students in Tabriz during the 2023–2024 academic year, selected via multistage cluster random sampling. Using validated questionnaires, data were analyzed through path analysis. Results showed that mastery-approach, performance-approach, performance-avoidance orientations, internal locus of control, and self-efficacy had significant direct effects on academic enthusiasm, while mastery-avoidance had no such effect. Additionally, all goal orientations except mastery-avoidance, along with internal locus of control, positively predicted self-efficacy. Indirect effects of goal orientations and internal locus of control on academic enthusiasm through self-efficacy were also significant, except for mastery-avoidance orientation. These findings underscore the importance of fostering students’ self-efficacy and positive goal orientations to enhance academic enthusiasm, suggesting that promoting a sense of control and mastery can increase motivation, strengthen academic commitment, and lead to greater educational success.
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