Academic Orientation Research Articles

Academic orientation and alcohol-related harm among adolescents

BackgroundThis study aimed to examine the social gradient in self-reported alcohol-related harm (ARH) among young alcohol consumers by including a largely overlooked group of adolescents. We also explored the extent to which such a gradient could be attributed to differential exposure or differential vulnerability to risk factors.MethodCross-sectional survey of upper-secondary students (n = 2996) in Sweden. Negative binomial regressions estimated the relationship between academic orientation (higher education preparatory; HEP, vocational; VP and introductory; IP) and ARH. To assess the contribution of explanatory factors, we estimated models that included risk factors such as heavy episodic drinking (HED).ResultsA graded association was observed between academic orientation and ARH, with more ARH among students in IP (IRR = 1.79) and VP (IRR = 1.43) than in HEP. Adjustments for risk factors attenuated the estimates by approximately half, but there was still 14% more ARH in VP and 50% more in IP than in HEP. The additive interaction test indicated a positive and significant interaction for students in VP who engaged in HED, versus students in HEP, who did not.ConclusionThe findings suggest a negative gradient in the association between academic orientation and ARH, where the students in IP experienced the highest levels of ARH. While differential exposure and vulnerability to HED account for a significant proportion of the excess risk among VP students, HED seems to be less important relative to other risk factors among IP students. More research is needed to identify the mechanisms underlying the elevated levels of ARH among the most disadvantaged group—students enrolled in IP.

The mediating role of attention control dimension of self-regulation in the relationship between academic self-efficacy and academic goal orientation

The mediating role of attention control dimension of self-regulation in the relationship between academic self-efficacy and academic goal orientation

The Role of Academic Motivation in Self-Regulation, Goal Orientation, and Passion Among Medical Students with Self-Handicapping Behaviors

Background: Self-handicapping behaviors, characterized by creating obstacles or excuses to avoid failure, can hinder academic success. Understanding how academic motivation mediates the relationship between self-handicapping behaviors and academic performance is crucial for supporting medical students. Objectives: This study aimed to investigate the relationships between academic self-regulation, goal orientation, passion, and self-handicapping behaviors among medical students, with academic motivation as a potential mediator. Methods: The present study employed a descriptive, correlational approach to examine the relationships between variables within a structural equation modeling (SEM) framework. The population consisted of all undergraduate medical students with self-handicapping behaviors at Jundishapur University of Medical Sciences in 2022. The sample comprised 204 medical students selected using purposive sampling, who completed the Academic Passion Scale, Goal Orientation Scale, Academic Self-Regulation Scale, and Academic Motivation Scale. Structural equation modeling was used to analyze the model with AMOS 24. Results: The SEM analysis revealed that the proposed model had a good fit to the data (CFI = 0.96, RMSEA = 0.05). The results further demonstrated that goal orientation directly enhanced students' academic passion, while academic self-regulation did not have a direct impact. However, strong self-regulation indirectly increased passion by fostering academic motivation (P < 0.001). Similarly, goal orientation also worked indirectly through motivation to enhance academic passion (P < 0.05). Conclusions: This study underscores the importance of goal setting and academic motivation in fostering academic passion among medical students with self-handicapping behaviors. While academic self-regulation strategies may not directly translate to academic passion, they can contribute indirectly by fostering academic motivation. Educators and practitioners can promote academic passion and address self-handicapping behaviors in medical students by encouraging goal orientation, academic motivation, self-regulation, and providing support for overcoming challenges.

A 2x2 achievement goals orientations model in the light of some variables among postgraduate students

The aim of this research is to determine the prevalence of achievement goal orientations among university postgraduate students, how these orientations correlate with their grades, and how they vary based on age, gender, and stage of study. A quantitative descriptive approach was employed, surveying 320 postgraduate students from King Saud University's College of Education. The findings revealed that students had a very high mastery approach orientation, whereas their performance avoidance, performance approach, and mastery avoidance orientations were moderate. There was no significant relationship between academic achievement and performance approach orientation. However, a positive correlation was found between mastery approach orientation and academic achievement, while performance avoidance and mastery avoidance orientations showed significant negative correlations with academic achievement. The study also found that performance approach and performance avoidance orientations did not significantly differ by study stage. Conversely, significant differences were observed in the mastery approach and mastery avoidance orientations, with Ph.D. students demonstrating a higher mastery approach orientation but M.A. students demonstrating a higher mastery avoidance orientation. Male students exhibited higher performance approach and performance avoidance orientations compared to female students, although no gender differences were observed in mastery approach and mastery avoidance orientations. Additionally, older students performed better in performance avoidance orientation when the results were analyzed by age.

For Grades or for Learning? Influence of Academic Orientations on Vietnamese Undergraduates' Learning Strategy Use and Mental Well-Being

<p style="text-align:justify">The use of grades as an extrinsic motivator in formal schooling has been demonstrated in previous research to have negative implications for students’ learning and mental health. This subject matter has been particularly absent from the research literature in Vietnam, where the obsession with grades is self-evident. The present study aims to explore Vietnamese university students’ orientations toward learning and grades, learning strategy use, mental well-being, and how these variables correlate. In addition, the study examines the potential interplay between learning orientation and grade orientation to influence the latter two variables. A quantitative research design was employed to achieve these goals. Survey responses were collected from 38 second- and third-year students majoring in English Language at a large, public university during a summer semester. Specifically for learning strategy use, participants were directed to pull from their experiences in a Public Speaking course that they had completed in the previous semester. Results revealed that a learning orientation was moderately related to both adaptive learning strategy use and mental wellness, whereas a grade orientation was only negatively related to learning strategy use and unrelated to mental well-being. Moreover, a strong learning orientation alone resulted in the most positive outcomes for both learning and mental health, and higher levels of grade orientation weakened those outcomes. Limitations of the study, directions for future research in this area, and implications for students and educators are then discussed. </p>

To leave or not to leave? Expectations, factors, and trajectories of academic careers in the light of doctoral programme reforms

ABSTRACT This paper investigates the various career path types and impact factors that influence the career trajectory of PhD graduates, with a view to understanding how they pursue their careers inside and/or outside the academic sector after graduation. Based on data from the Austrian graduate tracking system ATRACK (N = 24,610), seven distinct career types were created. The first three of these career types target a consistent stay within the higher education (HE) sector, a consistent stay within the research and development (R&D) sector, or a consistent stay within the research sector (either HE or R&D). Our findings indicate that approximately one-third of PhDs remain within the Austrian research sector, while another third consistently pursue careers outside of it. On the one hand, the income of graduates 36 and 120 months after graduation indicates that earnings outside the higher education (HE) sector are significantly higher. On the other hand, the gender pay gap is also more evident outside the HE sector. In light of these findings, it becomes pertinent to question whether the prevailing academic career orientation in PhD programmes remains an accurate reflection of the professional requirements of the labour market, and whether it should be further adapted to ensure a diverse range of employment opportunities within and beyond academia.

Occupational radiation exposure among medical personnel in university and general hospitals in Japan.

This study aimed to compare the occupational radiation exposure of medical workers between general hospitals and university hospitals. Radiation exposure data from three hospitals in Hiroshima city, including one university hospital and two general hospitals, were collected using personal dosimeters. Monthly radiation doses were analyzed, and the annual sum of radiation exposure dose was calculated for 538 subjects in general hospitals and 1224 subjects in the university hospital. To assess the impact of locality, additional data from Nagasaki University Hospital and Fukushima Medical University Hospital were included for comparative analysis. Professional affiliations, such as doctors, nurses, and radiological technologists, were considered in the evaluation. The study revealed slight but significant differences in radiation doses between general and university hospitals. In general hospitals, except for radiological technologists, a slightly higher radiation dose was observed compared to university hospitals. Despite the annual increase in the use of medical radiation, the majority of hospital workers in both settings adhered to safety guidelines, with occupational radiation exposure remaining below the limit of detection (LOD). Workers who involved in fluoroscopic procedure, whether at university or general hospitals, had higher radiation doses than those who did not. The study's primary conclusion is that workers in general hospitals experience a slight but significantly higher radiation dose and a lower percentage below the LOD compared to university hospitals. The observed difference is attributed to the greater workload at general hospitals than at university hospitals, and also may be due to the different nature of university hospital and general hospital. University hospitals, characterized by greater academic orientation, tend to benefit from comprehensive support systems, specialized expertise, and advanced technology, leading to more structured and regulated radiation control. These findings provide a basis for targeted interventions, improved safety protocols.

BRAND COMMUNICATION OF EU LEADING UNIVERSITIES: INSPIRATIONS FOR THE UKRAINIAN CONTEXT

The paradigm shift within the administrative framework of domestic higher education institutions (universities) towards marketing management necessitates the incorporation of innovative methodologies in relation to their positioning, branding, and brand communications. Consequently, there exists merit in scrutinizing and assimilating the progressive experiences of leading European universities within the realm of their brand communications.The article presents the results of analysis of universities' branding activities in a qualitative case study of ten EU universities, which occupy leading positions in the Shanghai Academic International Ranking of Universities.An examination of the preceding decade reveals discernible qualitative transformations in the modalities through which universities articulate their inherent values. In the initial years of the second decade of the 21st century, preeminent values encompassed excellence (or quality), social justice (or diversity), third mission (or outreach), academic orientation, community (or collaboration), internationalization, and performance measurement (or evaluation) (Mampaey, Huisman, and Seeber (2015). These values were extensively disseminated by universities as part of their brand communications.Emergent values observable in the contemporary brand communications of leading EU universities include: аutonomy, academic freedom, innovative mindset, creation of an innovative ecosystem, marketization of research, ethics and academic integrity, sustainable and сlimate-friendly organization, make a difference approach, impact, openness, courageousness, effectiveness, solution-oriented thinking, life-long partnership, сreation the environment, society confidence, brand development, creativity, cultural influence.An evolution in brand communication strategies of EU universities has been discerned. While the early years of the second decade of the 21st century witnessed a notable convergence in these strategies among leading universities, accompanied by “mimic” strategies by less competitive institutions, the current trend reflects a divergence in these approaches. This differentiation is evidently driven by the distinctive characteristics inherent to each university, a strategic vision for future development, and a proactive inclination to establish a distinct and clearly differentiated position within the competitive landscape.

The Effectiveness of Future Perspective Education on Academic Hope and Goal Orientation in 11th Grade Students

Aim: The present study was conducted with the aim of determining the effectiveness of future perspective education on goal orientation and academic hope in 11th grade male students of Baghmalek city (Iran). Methods: The current experimental research design included a pre-test and post-test experiment with a control group. The population of this research included all 11th grade male students in Baghmalek city in the academic year of 1400-1401 (persian calendar). Among these individuals, 48 ​​persons who met the criteria for entering the research were selected through multi-stage random sampling method and were placed in two experimental (n=24) and control (n=24) groups. In this research, Goal Orientation Questionnaire and Education Hope Questionnaire were used. After the pre-test, the experimental group received the educational perspective of the future vision during nine 60 to 90 minutes sessions. Then a post-test was taken from both groups. Findings: The results of multivariate and univariate covariance analysis showed that future perspective education had a significant effect on the dimensions of goal orientation (dominant, dominant-avoidant, performance-oriented and performance-avoidant) and academic hope in 11th grade male students (p > 0.005). Conclusion: In general, the results of this research showed that teaching the future perspective is effective on goal orientation and educational hope and can be used to improve the academic hope and goal orientation of 11th grade male students.

The Impact of School Reopening on Chinese Adolescents' Mental Health During COVID-19: Considering the Role of Academic Stress and Academic Orientation

PurposeExisting studies found that school closure during the COVID-19 pandemic negatively influenced adolescents' mental health. Yet, it remains unclear how adolescent mental health changed during the transition of school reopening as well as the academic-related risk and protective factors. MethodsImmediately before (April 2020) and three months (July 2020) after school reopening, 879 adolescents in Shanghai, China (mean age = 13.14 years, standard deviation = 1.31, 51% girls) completed online surveys and reported on their mental health (i.e., depressive symptoms, anxiety symptoms, and anger problems). Adolescents also reported perceived academic stress and academic orientations (i.e., performance orientation and mastery orientation) before school reopening. ResultsAdolescents reported decreased depressive symptoms, anxiety symptoms, and anger problems three months after school reopening. Adolescents who reported higher perceived academic stress and performance orientation showed elevated mental health symptoms after school reopening, whereas those reported higher mastery orientation showed decreased anger problems. Higher mastery orientation buffered the negative influence of academic stress on mental health. DiscussionThe findings not only demonstrate the positive influence of school reopening on Chinese adolescents' mental health but also highlight the role of perceived academic stress and academic orientations in contributing to individual differences during this transition.

표암 강세황의 『표암유고』 미수록 시문 고찰

This paper examines materials not included in the Pyoam Yugo related to Pyoam Kang Se-hwang (1713~1791) among the materials held by the head house of Hak-am Kang Seok-gu (1726~1810) enshrined in Jadong Seowon in Gimcheon, Gyeongsangbuk-do. Pyo-am and Hak-am were relatives of the same Jinju Kang Family, but Pyo-am was a descendant of Jukchang-gong Kang Ju (1566~1650) and Hak-am was a descendant of Chalbang-gong Kang Bu (1536~1606), making them very distant relatives. In addition, Hak-Am's predecessor had a friendly relationship with the Namin of Yeongnam by having a residence in Gimcheon, Gyeongbuk since the time of Namwa Kangseol (1583~1651), and Pyoam mainly lived in Ansan and Seoul, Gyeonggi-do, so he was close to the Namin near Seoul-Gyeonggi. However, Pyo-am and Hak-am interacted with each other based on a close relationship that had been established since their ancestors. In particular, Pyo-am, who was based near Seoul Gyeonggi, was in charge of supporting Hak-am's life in Seoul and other literary activities. Perhaps that is why there are ancient documents and books existing in Hak-am’s head house that tell us about his interactions with Pyo-am and his descendants. In this paper, first of all, three types of materials directly or indirectly related to Pyoam and other materials from the head house collection were presented by decoding and translating them. And then, I intensively reviewed a scroll of poems written by Pyoam and Hakam shared in 1771 at Buan, Jeolla Province, the place of appointment of Samdangjae Kang Wan (1739~1775), a commentary on King Yeongjo's handwriting written by Pyoam to Hakam in 1776, <Songjeong> which was mistaken for Pyoam's work in 1788, and three types of <Song Jeongeonjongsiguiyeongnamseo> that were mistaken for Pyoam’s work in 1788. Through this, the nature and significance of the materials were revealed, including Pyo-am and Hak-am's companionship and poetic aspects, Pyo-am's travels to Buan in Jeollanam-do and his relatives in Jinju, and Hak-am's human side and academic orientation, also, four poems, one epilogue, and one congratulatory message (祝文) were unearthed. Above all, the author of <Jeongeonjongsiguiyeon- gnamseo>, which had been mistaken for Pyoam's work, was corrected as Jungam Kang Icheon (1768~1801), Pyoam's grandson. The reason why it was misunderstood is because the name of Kang I-cheon (executed as a Seohak in 1801) was erased from the document due to Hak-am's agony in trying to establish Neo-Confucianism, Yeongnam Namin's identity, and Jadong Seowon. As discussed above, thanks to the existing Hak-am head house materials, it became an important opportunity to understand the chronology, literature, and political stance of the Jinju Kang family in the late 18th century, as well as the handwritten manuscripts of Hak-am and Pyo-am, Kang Wan, and Kang I-cheon.

Academic orientation and cannabis use-findings from a population-based study of Swedish adolescents in upper secondary school.

To examine the association between academic orientation and frequent cannabis use among Swedish adolescents in upper secondary school and include pupils from introductory programs (IPs), a large group of adolescents previously overlooked in research on adolescent cannabis use. We used cross-sectional data from two anonymous school surveys carried out in upper secondary school in 2021. The samples consisted of pupils from all academic orientations, and the analysis included 3151 pupils in higher education preparatory programs (HEPs), 1010 pupils in vocational programs (VPs), and 819 pupils in IPs. The association between the exposure academic orientation and the outcome frequent (21+ times) cannabis was analyzed using multi-level mixed-effects Poisson regression. Estimates from the first model showed a significant (P < 0.05) 2.45 times higher risk of frequent cannabis use among pupils in IPs compared with in HEPs [incidence rate ratio (IRR) 2.45, 95% confidence interval (CI) 1.28-4.66] and 82% higher in VPs (IRR 1.82, 95% CI 1.09-3.04) compared with in HEPs. However, the associations between academic orientation and frequent (21+ times) cannabis use were attenuated and no longer significant when socioeconomic status, truancy, school dissatisfaction, and early onset of substance use were adjusted for. There was a higher risk of frequent (21+ times) cannabis use among pupils in IPs, and this differential was explained by higher exposure to risk factors in this group. This result is important from a policy perspective as it provides knowledge of a previously neglected risk group for frequent cannabis use.

DIFFERENCES IN ACADEMIC ORIENTATIONS, EMOTIONAL PROCESSING DIFFICULTIES, AND TEST ANXIETY BETWEEN HIGH AND LOW-ACHIEVING COLLEGE STUDENTS

This study aimed to investigate differences in positive academic orientations, emotional processing difficulties, and test anxiety between high- and low-achieving college students. The sample includes four hundred students from Kafrelsheikh University. The study also aimed to detect gender differences in these variables. Measures of academic orientations, emotional processing, and test anxiety were used to collect the required data. The descriptive approach and statistical analysis were relied upon using SPSS. The study revealed statistically significant gender and achievement differences between positive academic orientations among university students in favor of high-achieving females. The study also revealed statistically significant gender and achievement differences in emotional processing difficulties in the direction of low-achieving males. In addition, significant gender and achievement differences in test anxiety were found in the direction of low-achieving females. Some implications, suggestions, and limitations were addressed.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0307/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Academic self-handicapping as a mediator of the relation between imposterism and academic goal orientation: testing invariance by gender and underrepresented status

Objective: Imposterism and academic self-handicapping (ASH) are related to negative outcomes in college students. We examined whether the relationship between imposterism and academic goal orientations is mediated by ASH across men and women and for students who are underrepresented on campus. Participants: Participants were 852 undergraduates (29.1% men, 26.1% first-generation, and 22.1% from underrepresented racial/ethnic groups at the predominantly white institution (PWI) where data was gathered). Methods: Participants completed self-report scales assessing imposterism, ASH, and academic goal orientation. Results: ASH partially mediated the relationship of imposterism to mastery and performance approach academic goal orientations. High imposterism was directly related to high performance-avoidance orientation. Our model was invariant to gender; while it did not appear to be invariant to underrepresented status, this was accounted for by first-generation student status. Conclusions: Results have implications for the classroom and creation of interventions to minimize ASH and imposterism and their impact on student success.

Current Trends in Language for Specific Purposes Research and Their Relevance to Arabic for Specific Purposes (ASP): A Systematic Literature Review

The article aims to shed light on the burgeoning trends of Language for Specific Purposes (LSP) on a global scale and their relevance to Arabic for Specific Purposes (ASP). These trends encompass evolving orientations, novel curriculum developments, and pertinent principles guiding their growth. This contribution addresses the theoretical foundation gap evident in the dearth of Arabic for Specific Purposes (ASP) research on an international level. This study used a systematic literature review (SLR) method to adhere to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol model, with the primary data sources comprising reputable scientific journal articles from the Scopus database. Based on 47 articles, the review reveals that the orientation trends span various domains, including academic, business, medicine, nursing, communication, tourism, politics, professional, religious, and technology. The academic orientation holds the highest percentage at 62%. It also shows a significant disparity between English and Arabic in LSP research trends, with English dominating at 96% compared to a mere 4% for Arabic. Notably, ASP curriculum development is characterised by a diverse array of approaches. Researchers have increasingly integrated other frameworks such as Content and Language Integrated Learning (CLIL), Common European Framework of Reference (CEFR), Relevance, Integration, Culture, and Holism (RICH), and Artificial Intelligence (AI). This nuanced approach ensures a comprehensive development of ASP while acknowledging the linguistic richness inherent in Arabic.

Advertising a school’s merits in Hong Kong: weighing academic performance against students whole-person development

Against the background of expanding parental choices and declining global birth rates, schools are experiencing rising competition regarding student enrolment. Schools have responded by strategically presenting information about their students’ academic achievement and whole-person development orientation in the hope of attracting parents’ interest. However, few studies have investigated the impact of these factors on student enrollment, particularly in the context of diverse school types and educational orientations. Accordingly, this study utilized data from 327 secondary schools in Hong Kong to examine the effects of academic achievement orientation and whole-person development orientation on student intake. Using hierarchical regression analysis, we found a positive association between high whole-person development orientation and student intake in aided schools with a strong academic development orientation. The result implies parents are increasingly concerned about their children’s academic achievement and whole-person development at school. The study contributes to a broader understanding of the factors influencing parental choice in high-performing education systems, providing valuable insights for policymakers and educators seeking to improve educational offerings, enhance school transparency, and be better aligned with parental expectations.

Achievement of Goal Orientation and Academic Engagement among Adolescents in Southwestern Uganda

Enhancing academic engagement is essential for improving the educational experiences of adolescents. Guided by Social Cognitive Theory, this study explored the relationship between achievement goal orientation and academic engagement among 510 secondary school students in Southwestern Uganda. The study focused on two forms of goal orientation—mastery-approach and performance-approach goals—and examined the mediating and moderating role of academic self-efficacy. The results, derived from self-reported data, indicate that approach achievement goals (mastery and performance) positively predict academic engagement, independently. Moreover, academic self-efficacy plays a dual role: while it mediates the relationship between approach achievement goals (mastery and performance) and academic engagement, self-efficacy also moderates the relationship between performance-approach achievement goals and academic engagement. These findings underscore the importance of academic self-efficacy and achievement goal orientation in enhancing academic engagement among adolescent students, especially in low socioeconomic status communities. This research contributes to the understanding of factors like teacher-student relationship, external support offered by Compassion International program, goal setting skills training and predetermined external rewards can enrich the educational experiences of students in low resource education contexts

Academic self-concept, achievement, and goal orientations in different learning environments

Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and teacher-directed learning environments. The sample consists of 1153 adolescent students (Mage t1 = 13.97; SD = 1.37, 49% girls) from Germany. Multi-group cross-lagged panel analyses confirm the Reciprocal Effects Model for the student-directed learning environment only, as reciprocal relation of academic self-concept and grades over time has been found. The extension of the Reciprocal Effects Model with goal orientations as mediators could not be confirmed for any learning environment.

The effectiveness of the P5BL model in teaching biology for developing high school students’ deep understanding and academic achievement motivation

This study aims to identify the effectiveness of the P5BL model in developing high school students’ deep understanding and academic achievement motivation in biology. To achieve the study objectives, a quasi-experimental design was adopted. The research sample consisted of 112 male students divided into two groups: a control group (54 students) and an experimental group (58 students). The research tools are a deep understanding achievement test, consisting of 20 multiple-choice questions, and the academic achievement motivation scale, consisting of 32 items. The results revealed that the P5BL model is effective in developing second-grade high school students’ deep understanding (explanation, interpretation, application and perspective) and academic achievement motivation (academic ambition, goal orientation, achievement orientation and cognitive motivation). A correlation was also found between developing second-grade high school students’ deep understanding and academic achievement motivation. The most important recommendations include the need to prepare guidance for science teachers to help them teach using the P5BL model, as well as inform science teachers of the importance of using the P5BL model to develop deep understanding and academic achievement motivation. Many suggestions are also presented, including conducting further research on teaching biology, such as investigating the impact of the P5BL model on developing students' creative thinking and inquiry skills and investigating the effectiveness of the P5BL model in developing pre-service biology teachers’ tendency toward self-reflection and reflective thinking skills.

Associations of mental well-being with higher education-related stress and orientation of the academic goals among nursing students: A cross-sectional study.

To investigate the association between the mental health of nursing students, the stress of higher education, and academic goal orientation. At a medical college, 1170 nursing students volunteered for this cross-sectional survey. The Warwick-Edinburgh Well-being Scale, the Higher Education Stress Scale, and the Academic Goal Orientation Questionnaire were utilised to collect data. Descriptive statistics, ANOVA, and Pearson correlation analysis were all performed to evaluate the data. The significance level for all statistical tests was p < 0.05. A total of 1126 valid samples, with a 96.23% effective recovery rate. The Higher Education Stress Scale score for nursing students was (38.31 ± 8.29), the Academic Goal Orientation Questionnaire result was (49.32 ± 9.62), and the Mental Health Scale value was (31.24 ± 14.00). Overall, there was a strong relationship between the stress associated with higher education, academic goal orientation, and the mental health of nursing students. Therefore, in future interventions, the Chinese government and its relevant educational authorities can enhance nursing students' ability to reasonably regulate stress related to higher education and set clear academic goals by adjusting the strategies for regulating nursing students' academic stress and increasing the number of academic goal-oriented courses to improve their mental health.