عنوان مقاله [English]
The aim of the present study was to explore the relationship between motivating tasks and academic resiliency and Also determination mediating role of mastery goals and perceived competence. 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. The instruments used in this study were: Survey of Classroom Goals Structures (Blackburn ), Achievement Goal Orientation (Midgley & et al), Perceived Competence Scale (Williams & Deci) and Academic Resiliency Questionnaire (Martin). The research method applied to this study was structural equation modeling. The results revealed that motivating tasks has direct effect to predict academic resiliency. Furthermore, mastery goals & perceived competence mediated the relationship of motivating tasks with academic resiliency. Based on this, it can be concluded that the setting of attractive and motivating tasks lead to the adoption of goals of mastery, self -esteem and control over the learning position of learners.
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