<b>The Influence of Achievement Goals on Academic Achievement of Middle School Students:</b><b> </b><b>A Self-Determination Theory Perspective</b>

Background: Achievement goalsAnonym motivation play a critical role in students' academic performance. However, research on their influence mechanisms remains unknown, with some inconsistent findings. This study, within the framework of self-determination theory, aims to clarify the relationship between achievement goals and academic performance, as well as the underlying mechanisms. Method: This study covered 531 first- and second-year students in secondary schools in Henan Province. Using the latent profile analysis, the study classified students' achievement attributions into three categories. A moderated mediation model was employed to examine the mediating role of learning motivation and the moderating effect of achievement attribution categories on the relationships between achievement goals and academic achievement.Results: Learning motivation significantly mediated the relationship between mastery goals and academic achievement, as well as performance approach goals and academic achievement. Achievement attribution categories moderated different parts of these mediating pathways. The mediation of mastery goals through identified motivation is moderated by attribution categories (p &lt; 0.01), while the mediation through introjected motivation is moderated in the second half (p &lt; 0.05). Similarly, the mediation of performance approach goals through identified motivation is moderated in the first half (p &lt; 0.001), and the mediation through external motivation is moderated in the second half (p &lt; 0.01).Conclusion: The findings suggest that achievement goals predict academic achievement through learning motivation, with this mediating effect is moderated by achievement attribution categories.