the purpose of this study was to predict achievement goals from classroom climate by the mediating of PERCEIVED ability and INSTRUMENTALITY in a sample of 300 eleventh-grade students. The students studied in three academic majors (human sciences, natural sciences, mathematics) in Noor city high schools. Classroom climate was assessed using the "In My Class Questionnaire" (IMC, Hardré, Crowson, Ly, & Xie, 2006) and the "School Engagement and Effort Scale" (SEES, Hardré & Reeve, 2003). Achievement goals, and PERCEIVED ability and INSTRUMENTALITY were assessed using the "Approaches to Learning Questionnaire” (ATL, Greene & Miller, 1996). The data were analyzed using Baron and Kenny (1986) method, and multiple analysis of regression. The results indicated that classroom climate predicted achievement goals by the mediating of PERCEIVED ability and INSTRUMENTALITY in high school students.

this study was conducted to examine the mediating role of self-regulation and PERCEIVED task INSTRUMENTALITY in the relationship between future time perspective and academic achievement. Five hundred and seventy two senior high school students were selected from Karaj in academic year 2015-2016 by stratified proportional sampling. The participants completed the Future Time Perspective Scale (FTPS; Husman & Shell, 2008), the Adolescent Self-Regulatory Inventory (ASRI; Moilanen, 2007) and the PERCEIVED INSTRUMENTALITY Scale (PIS; Miller et al. 1999). Academic achievement were assessed through the average scores of three core subjects including physics, chemistry and biology. The results of structural equation modeling (SEM) indicated that the theoretical model fitted well to the data. Valence related to academic achievement directly and indirectly through PERCEIVED INSTRUMENTALITY. Speed related to academic achievement directly and indirectly through long-term self-regulation. Connection related to academic achievement indirectly through long-term self-regulation and PERCEIVED INSTRUMENTALITY. The findings suggested that future time perspective related to academic achievement both directly and indirectly through self-regulation and PERCEIVED INSTRUMENTALITY.

The aim of the present research was to determine the relationship of metacognitive states, PERCEIVED INSTRUMENTALITY and parental goal emphasis with academic achievement in learning disabilities students. The population of this study includes all learning disabilities students of Korramabad enrolled in the 2011-2012 academic year. The research sample consisted of 81 students who were selected through convenience sampling. To collect the data, metacognitive states questionnaire, PERCEIVED INSTRUMENTALITY and Parental goal emphases questionnaire were used. The results of Pearson's correlation analysis showed that predictor variables (metacognitive states, PERCEIVED INSTRUMENTALITY and parental goal emphases) are positively associated with criterion variable (academic achievement) (p<0.001). Multiple regression analysis showed metacognitive awareness variable and planning from component of metacognitive beliefs, and components of parent's goal emphases (mastery and performance) to be predictors of academic achievement in learning disabilities students. These results have applied implications for intervention programming and remedial training for learning disorders.

Objective: The purpose of this study was to investigate the impact of self-efficacy and PERCEIVED INSTRUMENTALITY on academic achievement through the mediation of self-regulating learning.Method: For this reason, 400 eleventh students (200 male, 200 female) were chosen randomly and completed a questionnaire which consists 3 sub scales.Results: The structural modeling analysis indicated that self-efficacy and PERCEIVED INSTRUMENTALITY had a direct and significant impact on academic achievement, and the result indicated that relationship between self-efficacy and PERCEIVED INSTRUMENTALITY was mediated by self-regulating learning.Conclusion: In this model, all regression weights were statistically significant and predictors explained %54 variance of academic achievement. In general, the results indicated the direct and indirect impact of self-efficacy and PERCEIVED INSTRUMENTALITY (through mediation of selfregulating learning) on academic achievement.