摘要：The purpose of this study was to test predictions of a model explaining the impact of motivational factors include perceived ability, perceived instrumentality, achievement goals on cognitive engagement and academic achievement. Participants were 1371 junior year high school students from 19 public high schools distributed across Tehran. They were selected through random cluster sampling and completed a series of questionnaires. Students’ academic achievement scores were gathered 3 months after questioning. Data was analyzed by software LISREL 8.54 and the results strongly supported the model demonstrating that perceived ability, perceived instrumentality and achievement goals predict cognitive engagement and academic achievement.
关键词：Perceived ability;Perceived instrumentality;Achievement goals;Cognitive engagement;Academic achievement;Structural Equation Model
