individuals engage in and insist on assignments. Knowledge of academic goal orientation and rumination and their relationship with each other among learners is of great importance. This study was aimed to evaluate the correlation of academic goal orientations with rumination among students of Kermanshah University of Medical Sciences. Methods: This correlational descriptive-analytical study was carried out on all students (n=4200) of Kermanshah University of Medical Sciences in 2016. Using Morgan table, a total of 370 students were selected through stratified random sampling. The data collection instruments included the Academic Goal Questionnaire and the rumination scale. The collected data were analyzed using Pearson correlation coefficient and independent t-test. Results: The findings showed a significant correlation between mastery-avoidance goal orientation and rumination (r=0.20, P<0.001), performance-approach goal and rumination (r=0.25, P<0.001), and performance-avoidance goal orientation and rumination (r=0.11, P<0.02). However, no significant correlation was found between mastery-approach goal orientation and rumination (r=0.08, P=0.08). Also, the mean scores of academic goal orientation in male (40.13±10.43) were significantly higher than those of female (32.43±11.28) students (P=0.006), and mean scores of rumination in female (92.62±46.17) were significantly higher than those of male (62.55±36.07) students (P=0.007). Conclusion: Considering the correlation between study variables, rumination is suggested to be taught to students to promote their academic goal orientation and academic performance.
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