شبكة المعلومات العربية التربوية

This study aims to investigate the nature of a structural model of the relationship between learning styles, achievement goals orientation, academic self-efficacy, constructive thinking, and academic achievement. The study sample consisted of 144 students studying general educational diploma at Jeddah University during the academic year 2019. The researcher applied four measures, namely, learning styles scale, achievement goals orientation scale, academic self-efficacy scale, and constructive thinking scale. The study hypotheses were examined by using Descriptive statistics, Pearson correlation Coefficient, Cronbach-alpha Coefficient, One group T-test, Tow Way MANOVA, and path analysis. The results showed that the students of general educational diploma at Jeddah University have high levels in their achievement goals orientation, academic self-efficacy, and constructive thinking. In addition, there is no significant differences between the variables: sample's scores mean in the learning styles, achievement goals orientation, academic self-efficacy, and constructive thinking that attributed to the levels and interaction of job status and major. However, there are direct effects for learning styles, academic self-efficacy, and constructive thinking on the academic achievement, also, there is direct effects between learning styles and academic self-efficacy. Further research is recommended to assess the nature of the structural model of the relationship between the current study variables among different samples from other colleges and fields of study. (Published Abstract)