This study examined the relationship between early adolescents' perceived school goalrnfor learning and perceived positive teacher-student and peer relationships with their personalrnachievement goals, feelings of belongingness and their psychological and academic adjustmentrnin schoo!. The study also examined the role that students' personal achievement goals, feelings olrnbelongingness play in mediating the liaison between perceptions of the school environment, andrnschool related beliefs, affect and achievement.rnThree hundred eighty eight early adolescents of two upper primary schools werernincluded in the study. Survey scales were employed to collect the data. Series of multiplernregression analyses and path model coefficients depicted that perceived school goals and positivernteacher-student and peer relationships predicted the adoption of personal goals and feelings ofrnbelongingness in school respectively.rnPersonal mastery goals and feelings of belongingness mediated the positive effects olrnperceived school mastelY goals on academic selfejficacy and positive school affect. Sim ilarlyrnpersonal peJiormance approach and personal peJiormance avoidance goals mediated the effectsrnof perceived school peliormance approach and performance avoidance goals on feelings olrnacademic self-consciousness. Feelings of school belongingness mediated the positive eflec/s olrnperceived positive teacher-student relationship and positive peer relationship on academic sell:rnefficacy and positive affect in schoo!'rnFeelings of academic self-efficacy and positive affect in school were positively related tornachievement (as described by semester academic average scores). However, feelings ofrnacademic self-consciousness were negatively related to achievement and mediated the negativerneffects ol personal performance avoidance goals. Yet no evidence was obtained for otherrnpsychological variables to mediate the effect ol personal goals andfeelings of belongingness onrnacademic achievement. Finally, the results disclosed that both the perceived cognitive andrnaffective aspects of school environment significantly affected early adolescents ' psychologicalrnand academic adjustment (details are presented in the result section).