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Volume 5, Issue 1 (Spring 2003)
Advances in Cognitive Sciences 2003, 5(1): 27-33 |
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Kajbaf M B, Moulavi H, Shirazi Tehrani A. Study of the Relationship Between Motivational Beliefs and Self- Regulated Learning Strategies, and Academic Performance Among High School Students
. Advances in Cognitive Sciences 2003; 5 (1) :27-33
URL: http://icssjournal.ir/article-1-131-en.html
URL: http://icssjournal.ir/article-1-131-en.html
Abstract: (3974 Views)
Objective: The purpose of this research was to study the relationship of motivational beliefs (self-efficacy, intrinsic value, test anxiety) and self-regulated learning strategies (cognitive strategies, self-regulation) with academic performance in high-school students in Isfahan
Method: In this research 120 students in third grade of high school were selected randomly.
Motivational Strategies for Learning Questionnaire (MSLQ) was used to assess the motivational beliefs and self-regulated learning strategies. Students' average scores in the second grade was used to assess the academic performance.
Results: Regression analysis showed that self-regulation, self-efficacy and test anxiety are the best predictors of academic performance (p< 0.05). The results of Multivariate Analysis of Variance showed a significant difference in test anxiety between girls and boys (p<0.003). The results also showed that there were no significant difference in the rest of research variables among girls and boys.
Conclusion: Authors believe that providing proper situation by teachers, in which self-efficacy grows, test, test anxiety decreases, and by teaching self - regulating learning strategies, students could be provide with better learning opportunities.
Method: In this research 120 students in third grade of high school were selected randomly.
Motivational Strategies for Learning Questionnaire (MSLQ) was used to assess the motivational beliefs and self-regulated learning strategies. Students' average scores in the second grade was used to assess the academic performance.
Results: Regression analysis showed that self-regulation, self-efficacy and test anxiety are the best predictors of academic performance (p< 0.05). The results of Multivariate Analysis of Variance showed a significant difference in test anxiety between girls and boys (p<0.003). The results also showed that there were no significant difference in the rest of research variables among girls and boys.
Conclusion: Authors believe that providing proper situation by teachers, in which self-efficacy grows, test, test anxiety decreases, and by teaching self - regulating learning strategies, students could be provide with better learning opportunities.
Type of Study: Research |
Subject:
Special
Received: 2002/11/22 | Accepted: 2003/01/21 | Published: 2003/03/21
Received: 2002/11/22 | Accepted: 2003/01/21 | Published: 2003/03/21
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