Abstract
The purpose of this study was to investigate whether self-efficacy, intrinsic, extrinsic and amotivation forms of orientation affect student achievement. Hundred and eighty participants (99 males and 81females) were participated in the study. Data through questionnaire, students' grades in four introductory science courses and College English collected at the end of the semester. Regression, t-test and correlation employed for analyses. Regression results demonstrated that self efficacy, intrinsic (i.e. IM-to know and IM-task accomplishment) and extrinsic (i.e. identified regulation) forms of motivational orientations had statistically significant direct effects on academic achievement. Amotivation had negative significant direct effect on achievement. However, i.e external and introjected reg
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