The present study was designed to explore whether the perfectionist personality trait and teacher behaviors that support autonomy predict students’ academic goal orientation. For this purpose, a Multidimensional Perfectionism Scale, a Goal Orientation Scale and Teacher as a Social Context Scales were administered to 453 students attending the 6th, 7th and 8th grades in Ankara schools. The results indicated that the organizational dimension of perfectionism and autonomy support are related to the learning style of the student goal orientation. The results also revealed that concern over mistakes and parental criticism are related to the performance avoidance that is highly predictive of the student’s unwanted academic behavior. These results suggest that in order to motivate the student for desired academic behaviors, it is important to include the student’s personality traits and the teacher’s in-class behaviors and attitudes while designing programs.

Keywords: Goal orientation, perfectionism, autonomy support