زهرا وحیدنیا

The purpose of the present study is to investigate relationship between metacognition, mindfulness and achievement goals and academic motivation in high school students of Fasa city. The research method is a correlational survey. The research population is all the high school students of Fasa city who were studying in ۱۴۰۱-۱۴۰۲. ۲۰۱ samples were selected according to Cochran's formula and through multi-stage cluster sampling. The tools used in the research include: Wallerand et al.'s academic motivation questionnaire (۱۹۹۲), Elliott and Church's achievement goals questionnaire (۱۹۹۷), mindfulness questionnaire (FFMQ) and Haroldaniel and Abedi's metacognitive questionnaire (۱۹۹۶). For the statistical analysis of research data, Spearman's correlation tests and regression analysis were used in   .
. Also, the model presented in the research was fitted with the method of structural equations in SmartPLS software. The findings showed that the correlation of research variables with academic motivation is higher than ۰.۵ and there is a relationship between metacognition, achievement goals and mindfulness with academic motivation. Also, regression results showed that the variable of mindfulness is the best variable for predicting academic motivation, and the next variables are achievement goals and metacognition, respectively In order to determine the size of the effect of each variable on the criterion variable, structural equation method was used. The model presented in the research had a good fit and showed that metacognition has the highest effect on academic motivation, and then The order of variables of progress goals and mindfulness had the greatest effect on academic motivation. In general, progress goals, metacognition and mindfulness were suitable predictors for academic motivation of second year high school students in Fasa city.