Introduction: In motivation and learning areas, achievement goals are of special importance whose behavioral outcome is academic achievement. Goal Orientation (GO) is based on the premise that human behavior is purposeful and people are driven by goals. Therefore, it has motivational implications for learning and performance. The purpose of this paper was to examine the relationship between GO and academic achievement in dental students.

Methods: This study was a descriptive, cross-sectional research. The population consisted of all dental students of Shiraz University in 2013-14 who had passed the basic sciences course. A total of 120 dental students (Shiraz university=60, international branch=60) were selected by simple random sampling. Students’ grade-point average and Buffard’s academic goal orientation questionnaire were respectively the criteria for academic achievement and assessing GO. Data were analyzed by means of Pearson correlation coefficient and two-way ANOVA.

Results: Students’ mean scores were 33.17±3.36 (out of 30) for the mastery GO, 27.85±3.51 for the performance GO, and 23.20±5.23 (out of 35) for the avoidance GO. Academic achievement had a positive relationship with mastery GO (p<0.0001, r=0.83) and performance GO(p<0.004, r=0.46) and negative relationship with avoidance GO (p<0.007, r=-0.91). It had a positive relationship with performance GO (p<0.0001, r=0.56) in male students and with mastery GO (p<0.001, r=0.63) and performance GO (p<0.005, r=0.42) in female students. Students of Shiraz University and international branch were significantly different in avoidance GO (p=0.001, f=11.27). Males were more performance-oriented (p=0.002, f=5.84) while females were more mastery-oriented (p=0.01, f=2.15).

Conclusion: Considering the present results and educability of GO, dental education system should plan for improving internal motivation and directing students toward favorable GO.