Arab Educational Information Network

This study aimed to uncover a structural model that reveals the direct and indirect effects between achievement goal orientations (according to the 2×2 framework) on self-regulation, both positive and inhibitory, and to determine the role of self-compassion, both positive and negative, as mediating factors between achievement goal orientations and self-regulation among students at Prince Sattam Bin Abdulaziz University. To achieve this objective, the researcher utilized the following scales: the achievement goal orientations scale by Eliot and McGregor (2001), adapted by Al-Watyan (2013); the self-compassion scale by Neff (2003), adapted by Al-Sumaih (2023); and the short form of the self-regulation scale by Carey et al. (2004), adapted by the researcher for the current study. These scales were administered to a sample of 340 students at Prince Sattam Bin Abdulaziz University. The results revealed that the proposed model achieved excellent fit indices with the required normative values. Among the key findings were the direct effects between mastery-approach orientation and positive self-compassion, the direct effect of mastery-avoidance on negative self-compassion, and the direct effect of both mastery-approach orientation and positive self-compassion on positive self-regulation. Additionally, negative self-compassion had an inverse effect on positive self-regulation. Conversely, inhibitory self-regulation was significantly influenced by both mastery-avoidance orientation and negative self-compassion. Positive self-compassion played a mediating role that enhanced the effect of mastery-approach orientation on positive self-regulation, while the reduction in negative self-compassion protected the individual from the impact of mastery-avoidance orientation on positive self-regulation. On the other hand, increased negative self-compassion emerged as a risk factor that strengthened the effect of mastery avoidance orientation on inhibitory self-regulation. (Published abstract)