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Volume 12, Issue 4 (Winter 2011)
Advances in Cognitive Sciences 2011, 12(4): 36-44 |
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Naghsh Z, Ghazi Tababaee M, Ali Tarkhan R. Structural Model of the Relationship Between Self-efficacy Perceived Instrumentality and Academic Achievement: Investigating the Mediating Role of Self-regulating Learning. Advances in Cognitive Sciences 2011; 12 (4) :36-44
URL: http://icssjournal.ir/article-1-178-en.html
URL: http://icssjournal.ir/article-1-178-en.html
1- Tehran University, Tehran, Iran.
2- Dept. of Social Science, Tehran University, Tehran, Iran.
2- Dept. of Social Science, Tehran University, Tehran, Iran.
Abstract: (3596 Views)
Objective: The purpose of this study was to investigate the impact of self-efficacy and perceived instrumentality on academic achievement through the mediation of self-regulating learning.
Method: For this reason, 400 eleventh students (200 male, 200 female) were chosen randomly and completed a questionnaire which consists 3 sub scales.
Results: The structural modeling analysis indicated that self-efficacy and perceived instrumentality had a direct and significant impact on academic achievement, and the result indicated that relationship between self-efficacy and perceived instrumentality was mediated by self-regulating learning.
Conclusion: In this model, all regression weights were statistically significant and predictors explained %54 variance of academic achievement. In general, the results indicated the direct and indirect impact of self-efficacy and perceived instrumentality (through mediation of self-regulating learning) on academic achievement.
Method: For this reason, 400 eleventh students (200 male, 200 female) were chosen randomly and completed a questionnaire which consists 3 sub scales.
Results: The structural modeling analysis indicated that self-efficacy and perceived instrumentality had a direct and significant impact on academic achievement, and the result indicated that relationship between self-efficacy and perceived instrumentality was mediated by self-regulating learning.
Conclusion: In this model, all regression weights were statistically significant and predictors explained %54 variance of academic achievement. In general, the results indicated the direct and indirect impact of self-efficacy and perceived instrumentality (through mediation of self-regulating learning) on academic achievement.
Keywords: Self-Efficacy, Perceived Instrumentality, Self-Regulating Learning And Structural Equation Modeling
Type of Study: Research |
Subject:
Special
Received: 2010/08/23 | Accepted: 2010/10/23 | Published: 2010/12/22
Received: 2010/08/23 | Accepted: 2010/10/23 | Published: 2010/12/22
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