<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.背景：成就目标（Achievement Goals）与动机对学生的学业表现具有关键作用。然而，目前关于其作用机制的研究仍不明晰，且存在部分不一致的研究结论。本研究以自我决定理论（Self-Determination Theory）为框架，旨在厘清成就目标与学业表现之间的关联及其内在作用机制。 方法：本研究纳入河南省531名中学一二年级学生。采用潜在剖面分析（Latent Profile Analysis）将学生的成就归因为三类。本研究构建有调节的中介模型，检验学习动机在成就目标与学业成绩间的中介作用，以及成就归因类别对上述关系的调节效应。 结果：学习动机在掌握目标（Mastery Goals）与学业成绩之间，以及趋近型成绩目标（Performance-Approach Goals）与学业成绩之间均存在显著的中介作用。成就归因类别对这些中介路径的不同阶段存在调节效应：掌握目标通过整合型动机的中介作用受成就归因类别调节（p < 0.01），而通过内摄型动机的中介作用则在路径后半段受到调节（p < 0.05）。类似地，趋近型成绩目标通过整合型动机的中介作用在路径前半段受到调节（p < 0.001），通过外部动机的中介作用则在路径后半段受到调节（p < 0.01）。 结论：本研究结果表明，成就目标可通过学习动机预测学业成绩，且该中介效应受到成就归因类别的调节。