عنوان مقاله [English]
The purpose of the present study was to investigate the dimensions the Role of dignity of academic identity and perceptions of classroom activities in predicting the orientation of mastery and function goals students. The statistical population consisted of male high school students in District 4 in Tabriz in the academic year of 2019-2020. From this population, 197 students were selected based on Krejcie and Morgan table using multistage cluster sampling. Data were collected using the Migdeli et al. (1988) Progress Goals Questionnaire, academic identity status, and Isaacson (2008), Perceptions of Classroom Activities Gentry and et al. (2002). The data were analyzed using Pearson correlation coefficient and multiple regression analysis in SPSS software. The results showed that there is a positive and significant relationship between the components of perception of class structure of interest, challenge, choice and enjoyment with mastery goal orientation.There was a positive and significant relationship between mastery orientation with successful and confused identity, and a negative and significant relationship between mastery orientation with late and successive identity. On the other hand, there was a positive and significant relationship between the components of perception of class structure, interest, challenge, and choice with functional goal orientation. Also, functional goal orientation has a positive and significant relationship with successful and confused identity and negative and significant relationship with sequential identity. On the other hand, the results of regression analysis showed that the variables of perception of classroom structure, academic identity status can predict changes in students' mastery and performance goal orientation.