This research was conducted to study the predictive role of classroom's perceived goals structures (tasks, autonomy support, mastery evaluation and instrumentality) in prediction of mastery goal orientation.300 secondary school students, including 150 males and 150 females, were selected from districts of Tabriz Office of Education. Data were gathered through Survey of Blackborn's Classroom Goals Structures and Academic Goal Orientation Questionnaire. Motivating task.Data were analyzed by multiple regression (stepwise) and path analysis. The results showed that motivating task was important predictive factor of students’ mastery goal orientation. In addition, it was found that 12% of the variance of mastery goal orientation was accounted by.

Alienation is isolation from a group or an activity, while in a normal situation an individual is expected to feel solidarity with that group or engage in that activity. Academic alienation causes students to have the least participation in the organizational processes, which leads to their deprivation and isolation from the group of learners in today’ s knowledge-based society. The objective of the present paper is to study the relationship between university organizational culture and academic alienation taking into account the meditational role of mastery goals in the form of causal model. The goals of progress theory states that the more environmental factors such as organizational culture support the freedom of action of an individual, the more the individual would form his/her mastery goals and would experience lower degree of alienation. In order to test the theoretical model, the structural equation modeling method was employed to select 357 master’ s program students of Tabriz University through cluster sampling method. Geert Hofstede’ s Cultural Dimensions, Academic Alienation and Mastery Goals Questionnaires were used for the collection of data. The results of the theoretical test indicate that the mastery goals have negative impacts on academic alienation. The dimensions of organizational culture (uncertainty avoidance, collectivism and power distance) too have negative impacts on mastery goals. But the impact of masculinity is not significant. Overall, the findings of the present paper indicate that if the university organizational culture supports the students’ freedom (self-determination), they would experience a lower degree of academic alienation.

Abstract :َThe main purpose of this study was to study the factors affecting academic buoyancy in terms of motivation including achievement motivation and mastery goals. To achieve this goal, the correlation method of structural equation modeling was used. The statistical population of this study is all second year undergraduate students of Tehran Azad University in the academic year1399-1400. In structural equation modeling methodology, the sample size can be determined between 5 to 15 observations per measured variable. Therefore, the sample number was 384. Multi-stage cluster random sampling was performed. Data collection tools included 3 Academic buoyancy questionnaires, Hermans achievement motivation questionnaire and Green motivational factors questionnaire. The obtained data were statistically analyzed through structural equation modeling and LISREL software. In the model of the relationship between academic buoyancy and achivement motivation, the chi-square value obtained was equal to 36.30, which was not significant at the 0.05 level and indicated the appropriate fit of the model. Also, in the model of the relationship between academic buoyancy and mastery goals, the chi-square value obtained was equal to 162.65, which is not significant at the 0.05 level and indicates the appropriate fit of the model. Based on the final model test, it was found that all fit indicators are acceptable in the range and the assumed model fits perfectly with the sample data. Also, the findings of the main hypothesis test in the final model showed that there is a positive and significant relationship between academic buoyancy and motivational dimensions (achievement motivation and mastery goals).Because my abstract was less than 1000 words, I added references at the end.ReferencesBashari, Mojgan (2011). 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Background and Objectives: In academic situations, having the opportunity to succeed and rebuild learning increases students' self-confidence in achieving success. Teaching such learners the path to progress and showing the results of hard work makes them strive to master the learning situation. The result is a sense of control and autonomy along with a sense of value. Such instance causes the learner to insist, commit, and work harder without fear of failure to achieve success. Therefore, the importance of the present study is to theoretically determine and discover the model or how to place individual and environmental factors affecting academic resilience. From a practical point of view, this study aims to clarify the importance of individual and environmental factors affecting resilience in education. The aim of this study was to explore the relationship between motivating tasks and academic resiliency and Also determination mediating role of mastery goals and perceived competence. Methods: The present study utilizes a correlational research method using causal relationship modeling methods. The research method applied to this study was structural equation modeling. The target population of the study comprised Tehran universities students who were studying at education and psychology faculties in the academic year of 2014-2015. The sample consisted of 414 students who were selected by random cluster sampling method. In other words, the sampling unit was the classes rather than the individuals. The instruments used in this study were: Classroom Goals Structures, Achievement Goal Orientation, Perceived Competence Scale and Academic Resiliency Questionnaire. Findings: The results revealed that motivating tasks has direct effect to predict academic resiliency. Furthermore, mastery goals and perceived competence mediated the relationship of motivating tasks with academic resiliency. Discussion and implications of the results are presented in the study. Conclusion: Based on this, it can be concluded that the setting of attractive and motivating tasks leads to the adoption of goals of mastery, self-esteem and control over the learning position of learners. Based on research results, the assignment variable as an extrinsic variable directly affects the resilience variable (dependent variable) and also through intermediate variables (proficiency goals and competency perception). In addition, the significance of the error estimation of each of the constructs shows that other external factors can also affect the relationship of the variables of this study with academic resilience. Based on this, it is suggested that other factors such as internal or external motivation and functional goals by learners be investigated as variables affecting the structural model. In order to apply the results of this research, it is recommended that academic centers be designed in such a way that learners face attractive and challenging tasks and provide them with the opportunity to succeed and experience a sense of competence.

Background and Objectives: Recently, emotions and their psychological impact on different variables have attracted a special attention. Therefore, this study was aimed to investigate the role of emotions (positive and negative) in students’ goals.Materials & Methods: In this descriptive-correlation study, based on random cluster sampling, a total of 201 subjects of all 420 students of physical education in 2010-2011 (in Ferdowsi University of Mashhad) were recruited, using Morgan Table. To achieve the objectives of the questionnaires, goal orientation scales and positive and negative affectivity were used. Data were interpreted using descriptive statistics, Pearson correlation, and regression analysis.Results: A positive and significant relationship exists between mastery - approach (r=0.19, p<0.01) and mastery-avoidance goals with positive affect (r=0.23, p<0.01). There is a significant relationship between the negative emotions with the goal of functional-avoidance (r=0.15, p<0.05) and those with the goal of mastery-avoidance (r=-0.16, p<0.05). Positive affect was able to predicts the goals of progress in mastery-approach and functional-approach (p=0.05), while functional-avoidance and mastery-avoidance goals were predictable by negative affect (p=0.049).Conclusion: The results showed that the choice of objectives by students can be involved in their emotional aspects.

Background: Considering the importance of assessing the range of phenomena that can change in psychodynamic therapy, and lack of appropriate assessment scale in Persian language, the present study assessed the reliability of the Persian mastery scale. The mastery scale is a comprehensive research tool for assessing a patient’ s mastery of transference-related interpersonal conflicts during the treatment process. Objectives: The aim of this research was to examine the psychometric properties of the Persian version of the Mastery Scale. Methods: After preparing the Persian version of the mastery scale through the forward-backward translation process, a sample of 36 relationship episodes was rated by three independent judges. Data were collected in Mashhad, Iran in 2015. The psychometric properties of the instrument, including inter-rater reliability and test-retest analysis were assessed. Results: The test-retest correlations of the 3 judges were (0. 80, 0. 91 and 0. 95), highly significant at P < 0. 0001 and the inter-rater reliability indicated a good level of agreement (The ICC (3, 3) 0. 84, 95% CI [0. 72, 0. 90]). Conclusions: The current study has provided evidence that the Persian mastery scale is a reliable instrument for assessing changes in inner capacities and resources through psychodynamic treatments. However, further studies are required to investigate the validity of this scale.

Introduction: In the time being, teaching self-regulation to learners is a critical concern which helps them to adapt themselves to changes and unpredictable events easily. Hence, the present study examined the effectiveness of teaching motivational self-regulation strategies in academic self-efficacy with the moderating role of the effects of mastery-oriented and performance-oriented goals among first-level high school students. Method: The present study was a semi-experimental with a pre-test, post-test and a control group. The population consisted of 4752 grade 9 students in Karaj. The self-efficacy was measured among students. Data were then collected and multivariate analysis of covariance was used for data analysis. Results: The results showed that teaching Motivational Self-Regulation Strategies (MSRSs) had a significant positive effect on students' academic self-efficacy (p<0. 05), whereas the effect of teaching mastery-oriented and performance-oriented goals on self-efficacy was insignificant. Conclusion: It can be concluded that teaching MSRSs has a positive effect on the academic self-efficacy of first-year high school students. However, performance-oriented and mastery-oriented goals cannot moderate the effects of teaching MSRSs on self-efficacy.