The Relationship Between Psychological Flexibility and Academic Goal Orientation with Students’ Achievement Motivation
Keywords:
Psychological Flexibility, Academic Goal Orientation, Achievement Motivation, Students, Educational PsychologyAbstract
The present study aimed to investigate the relationship between psychological flexibility and academic goal orientation with students’ achievement motivation and to determine the predictive role of these variables in explaining achievement motivation. This applied study employed a descriptive-correlational design. The statistical population consisted of all male secondary school students in Babol, Iran, during the 2025–2026 academic year. Using multistage cluster random sampling, 375 students were selected as participants. Data were collected using the Hermans Achievement Motivation Questionnaire, the Dennis and Vander Wal Psychological Flexibility Questionnaire, and the Bouffard Academic Goal Orientation Questionnaire. Data analysis was performed using Pearson correlation coefficients and multiple regression analysis in SPSS version 27. The results indicated a significant positive relationship between psychological flexibility and achievement motivation (r=0.49, p<0.001). Academic goal orientation was also positively and significantly associated with achievement motivation (r=0.28, p<0.001). Furthermore, mastery goal orientation (r=0.54), performance goal orientation (r=0.41), and failure-avoidance goal orientation (r=0.37) all demonstrated significant positive correlations with achievement motivation (p<0.001). Multiple regression analysis revealed that psychological flexibility and academic goal orientation jointly explained 28% of the variance in achievement motivation (R²=0.28). Among the predictors, psychological flexibility emerged as the strongest predictor (β=0.34), while academic goal orientation also made a significant contribution (β=0.16) to the prediction of achievement motivation. The findings suggest that students with higher levels of psychological flexibility and stronger academic goal orientations tend to exhibit greater achievement motivation. Psychological flexibility appears to play a more substantial role in explaining achievement motivation than academic goal orientation. Therefore, educational and counseling interventions aimed at enhancing psychological flexibility and fostering adaptive goal orientations may contribute to increased academic motivation and improved educational outcomes among students.
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