| The present study aimed to examine the structural model of adolescents’ achievement goal orientation based on theory of mind and working memory within a cognitive-social framework. Using structural equation modeling (SEM) conducted in SPSS 26 and AMOS 24, direct and indirect relationships between theory of mind, working memory (as a mediator), and the four components of achievement goal orientation (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) were investigated. In this descriptive-correlational study, 315 high school students were selected through convenience sampling. Data were collected using the Achievement Goal Questionnaire (Elliot & McGregor, 2001), the Reading the Mind in the Eyes Test (Baron-Cohen et al., 2001), and the Reading Span Task (Daneman & Carpenter, 1980). Results indicated that theory of mind significantly predicted all four achievement goal orientations both directly and indirectly through working memory. A significant positive relationship was also found between theory of mind and working memory. Fit indices (χ²/df = 2.31, GFI = 0.94, CFI = 0.96, RMSEA = 0.06) confirmed the good fit of the proposed model. Overall, the findings highlight the critical role of socio-cognitive (theory of mind) and executive (working memory) processes in shaping adolescents’ motivational orientations and suggest that simultaneous interventions targeting both constructs may effectively promote adaptive (mastery-oriented) achievement goals and enhance academic motivation. |
