The Mediating Role of Self-Goal Alignment in the Relationship between Academic Achievement and Psychological Capital in Students

Document Type : Original Article

Authors

1 M.A. in Educational Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

2 Assistant Professor of Educational Psychology, Department of Educational Sciences, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

10.22091/jrim.2025.11678.1138

Abstract

The purpose of the present study was to investigate the mediating role of self-goal alignment in the relationship between academic achievement and psychological capital in students. The research method was a descriptive correlational study. The statistical population of this study consisted of all Tabriz University students in the academic year 2024-2025, which was equal to 2340 people. From this population, 330 individuals were selected and examined using the Cochran formula and multistage cluster sampling method. To collect data, the psychological capital questionnaire of Luthans et al. (2007), the self-goal alignment scale of Elliott and Sheldon (1998), and the Wells Academic Achievement Questionnaire (2010) were used. Data analysis was performed using the structural equation modeling method and Smart PLS2 software. The findings indicated a positive and significant effect of psychological capital on academic achievement and self-goal alignment (P≥0.01). Furthermore, self-coordination had a direct effect on academic success and an indirect and mediated effect on the relationship between academic success and psychological capital (P≥0.01). Therefore, students can benefit from self-coordination by planning for academic success and psychological capital.

Keywords


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