اکبر عطادخت

Aim: The aim of the present research is to predict college students' achievement motivation based on their level of self-awareness, with the mediating role of solution-building mindset. Method: The research method was descriptive-correlational. The statistical population of the study included all students of Mohaghegh Ardabili University in 2025, from which 231 individuals were selected as the sample size using cluster sampling. The tools used in this research included the Achievement Motivation Questionnaire (Hermans, 1970), the Self-Awareness Questionnaire (Cooper, 1997), and the Solution-Building Inventory (SBI) (Jordan et al., 2010). The data analyzed by SPSS 27 and AMOS 24 using Pearson correlation and path analysis. Findings: The results of AMOS path analysis indicated a direct and significant relationship between self-awareness and student’s achievement motivation (β=0.17, P=0.001). Furthermore, a solution-building mindset had a direct relationship with self-awareness (β=0.57, P=0.001) and achievement motivation (β=0.39, P=0.001). The results also indicated mediating role of a solution-building mindset in relationship between self-awareness and achievement motivation (β=0.17, P=0.001). Finally, findings demonstrated that a solution-building mindset plays a mediating role in the relationship between self-awareness and achievement motivation. Conclusion: Based on the results of the research, it should be stated that with and without the mediating role of solution-building mindset, college student’s motivation for achievement can be predicted by self-awareness. It seems that solution-building mindset is recognized as an influential variable on achievement motivation and self-awareness in college students. Therefore, there is a necessity to examine the relationship between other important psychological variables in different communities and solution-building mindset.