The purpose of this study to examine how much variance in sixth, seventh and eighth grade elementary students’ motivational goal can be explained by learning approaches, self-efficacy, and attitude toward science. Survey design was conducted for this study. The questionnaires for this study were administered online to 3,286 sixth, seventh and eighth grade elementary students in different regions and cities of Turkey. The convenience sampling method was used in this study. Multiple regression analysis was performed for performance goal orientation and learning goal orientation for each grade level. With respect to performance goal orientation; while rote learning and meaningful learning have a positive contribution to the model for each grade level, self-efficacy contributed negatively to the model for only sixth graders. With respect to learning goal orientation; while adaptation of scientific attitudes, enjoyment of science lessons and meaningful learning have a positive contribution to the model for each grade level, self-efficacy contributed positively to the model for only seventh graders and rote learning contributed positively to the model for only sixth graders.