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A good academic motivation helps with the realization that learning is important not only in academic life but also in all areas of life itself. A student with a positive academic motivation is more enthusiastic to learn and believes in the importance of studying (Brown, 2009). Students’ academic performances and achievement goal orientations are closely related (Ames, 1992). Achievement target orientation is situated in between the more specific individual goals and rather general global scale goals. Achievement goals focus on the causes and goals of individuals to accomplish a task (Pintrich and Schunk, 2002). Educational psychologists distinguish between the learning and performance goal orientations, which constitute achievement goal orientations (Ames and Archer, 1988; Dweck, 1986; Nicholls, 1984). There are many different ideas in terms of using success and talent, evaluation of errors and evaluation standards regarding learning, and performance goal orientations. The combination of these differences in terms of adequacy and goals both strengthens the achievement goal orientation and can increase the theoretical applicability (Pintrich, 2000). While students with performance goal orientations tend to exhibit their achievements to others, students with achievement goal orientation work to improve themselves rather than showing their success to others (Kaplan and Midgley, 1997). Individuals with performance goal orientation avoid difficult tasks and usually have low intrinsic motivation. On the other hand, individuals with mastery goal orientation are willing to take on difficult tasks and insist on achieving them. Their intrinsic motivation to perform the duties is very high. For these students, failure is not a personal deficiency, but a motivation that drives them to find new ways of working more (Ames, 1992; Ames and Archer, 1988).

Modeling the Relationships among Mastery Goal Orientations, Positive Coping Strategy, and Motivational Beliefs in Science