Structural Model Analysis of the Role of Theory of Mind and Working Memory in Predicting Adolescents’ Achievement Goal Orientation: A Cognitive-Social Approach

Authors
Adnan Vaezi
Hossein Bigdeli
Mohsen Ahmadi Tahor Soltani
Abstract
The present study aimed to examine the structural model of adolescents’ achievement goal orientation based on theory of mind and working memory within a cognitive-social framework. Using structural equation modeling (SEM) conducted in SPSS 26 and AMOS 24, direct and indirect relationships between theory of mind, working memory (as a mediator), and the four components of achievement goal orientation (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) were investigated. In this descriptive-correlational study, 315 high school students were selected through convenience sampling. Data were collected using the Achievement Goal Questionnaire (Elliot & McGregor, 2001), the Reading the Mind in the Eyes Test (Baron-Cohen et al., 2001), and the Reading Span Task (Daneman & Carpenter, 1980). Results indicated that theory of mind significantly predicted all four achievement goal orientations both directly and indirectly through working memory. A significant positive relationship was also found between theory of mind and working memory. Fit indices (χ²/df = 2.31, GFI = 0.94, CFI = 0.96, RMSEA = 0.06) confirmed the good fit of the proposed model. Overall, the findings highlight the critical role of socio-cognitive (theory of mind) and executive (working memory) processes in shaping adolescents’ motivational orientations and suggest that simultaneous interventions targeting both constructs may effectively promote adaptive (mastery-oriented) achievement goals and enhance academic motivation.
Keywords
theory of mind
working memory
achievement goals
Academic motivation
Socio-Cognitive Functions
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