A Structural Model of the Relationship Between Academic Motivation Based on Academic Self-Efficacy and Cognitive Flexibility with the Mediating Role of Achievement Goal Orientation and Psychological Well-Being

Abstract

Introduction and Aim: The present study aimed to test a structural model of the relationship between academic motivation based on academic self-efficacy and cognitive flexibility with the mediating role of achievement goal orientation and psychological well-being among university students.

Methodology: This study employed a descriptive-correlational design using structural equation modeling. The statistical population consisted of university students in Tehran during the 2025–2026 academic year, from which 312 participants were selected through multistage cluster sampling. Data were collected using standardized instruments measuring academic motivation, academic self-efficacy, cognitive flexibility, achievement goal orientation, and psychological well-being. Data analysis was conducted using SPSS version 27 and AMOS version 24.

Findings: The results indicated that the proposed model demonstrated good fit indices (χ²/df=2.41, CFI=0.93, RMSEA=0.067). Academic self-efficacy (β=0.29, p<0.001) and cognitive flexibility (β=0.21, p<0.001) had significant direct effects on academic motivation. Additionally, both variables exerted significant indirect effects through achievement goal orientation (β=0.33, p<0.001) and psychological well-being (β=0.31, p<0.001), confirming the mediating roles of these variables.

Conclusion: The findings suggest that academic motivation is influenced by a complex interaction of cognitive and psychological factors, and enhancing self-efficacy and cognitive flexibility through improving goal orientation and psychological well-being can significantly promote academic motivation.