en The Effect of Self-Construct on Mathematical Performance, Mediated by 3×2 Achievement Goals and Math Self-Efficacy عمومى General پژوهشي Research <div dir="ltr" style="text-align: justify;"><span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">The research aimed to investigate the effect of self-construal on mathematical performance, </span></span><span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">mediated by 3&times; 2 achievement goals and math self-efficacy</span></span><strong><span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">. </span></span></strong><span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">The research sample comprised of 400 students who were selected via multi-stage sampling from a high schools located in Karaj&mdash;a city in Iran. The research tools included revised self-construal scale, 3&times;2 achievement goal questionnaire, and Mathematic self-efficacy scale. Data were analyzed using confirmatory factor analysis and structural equation modeling. Findings revealed that the proposed model of the research has acceptable goodness of fit. The analyses revealed that the direct effect of independent self-construal on the math self-efficacy and all the six goal-orientations were significant (p<.05). Moreover, the direct effect of interdependent self-construal on all goal orientations was also significant (p<.05) except for the direct effect of interdependent self-construal on the task-approach and self-approach goals.&nbsp; However, the direct effect of independent and interdependent self-construal on math performance and the direct effect of interdependent self-construal on math self-efficacy were not observed as significant. Bootstrap results show that the indirect effect of independent self-construal on Mathematical Self-Efficacy and Mathematical Performance is significant, and the indirect effect of self-approach on Mathematical Performance is also significant (p<.05).&nbsp; </span></span></div> <div style="text-align: justify;">The research aimed to investigate the effect of self-construal on mathematical performance, mediated by 3&times; 2 achievement goals and math self-efficacy<strong>. </strong>The research sample comprised of 400 students who were selected via multi-stage sampling from a high schools located in Karaj&mdash;a city in Iran. The research tools included revised self-construal scale, 3&times;2 achievement goal questionnaire, and Mathematic self-efficacy scale. Data were analyzed using confirmatory factor analysis and structural equation modeling. Findings revealed that the proposed model of the research has acceptable goodness of fit. The analyses revealed that the direct effect of independent self-construal on the math self-efficacy and all the six goal-orientations were significant (p<.05). Moreover, the direct effect of interdependent self-construal on all goal orientations was also significant (p<.05) except for the direct effect of interdependent self-construal on the task-approach and self-approach goals.&nbsp; However, the direct effect of independent and interdependent self-construal on math performance and the direct effect of interdependent self-construal on math self-efficacy were not observed as significant. Bootstrap results show that the indirect effect of independent self-construal on Mathematical Self-Efficacy and Mathematical Performance is significant, and the indirect effect of self-approach on Mathematical Performance is also significant (p<.05).&nbsp;</div> self-construal, achievement goals, math self-efficacy, math performance. self-construal, achievement goals, math self-efficacy, math performance. 135 162 http://ijpb.ir/browse.php?a_code=A-10-1-16&slc_lang=en&sid=1 Sana Panahipour Sana Panahipour 10031947532846001172 10031947532846001172 No Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran Mehdi Arabzadeh Mehdi Arabzadeh Mehdi_Arabzadeh@hotmail.com 10031947532846001173 10031947532846001173 Yes Department of Educational Psychology Kharazmi University, Tehran, Iran Department of Educational Psychology Kharazmi University, Tehran, Iran. Pravin Kadivar Pravin Kadivar 10031947532846001174 10031947532846001174 No Department of Educational Psychology Kharazmi University, Tehran, Iran. Department of Educational Psychology Kharazmi University, Tehran, Iran.