الفهرس 
مدخل إلى البحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The present research aimed at detecting the best structural model explains the direct and indirect causal effects of achievement goal orientations and perceived self-competence to university students’ psychological well-being, through comparing goodness of fit indicators for the two proposed models; at the first model: perceived self-competence (as a mediator) that transfers the effect of achievement goal orientations (independent variable) to psychological well-being (dependent variable). At the second model: achievement goal orientations (as a mediator) that transfer the effect of perceived self-competence (independent variable) to psychological well-being (dependent variable). Subjects of the present research included second year students from the Faculty of Education at Minia University, at the academic year 2015/2016. The pilot study included 266 students, whereas the main study included 580 students. Results showed that the first model is the best according to goodness of fit indices. Also, results showed that There were direct causal relationships among achievement goal orientations (mastery, Performance), perceived self- competence (academic, and social), and psychological well-being. Also, there was a direct causal relationship between performance-avoidance goal and perceived academic competence. There aren’t direct causal relationships among performance-avoidance goal and either perceived social competence or psychological well-being. Also, results showed that perceived academic competence mediated the relationship between achievement goal orientations (mastery, performance, performance-avoidance) and psychological well-being, and perceived social competence mediated the relationship between both (mastery goal and performance goal), and psychological well-being.