[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 14 - ::
مجله مطالعات آموزشی نما 2019, 14 - : 30-39 Back to browse issues page
The Effectiveness of Teaching Self-Regulation Learning Strategies on Achievement Motivation and Motivational Beliefs in Students
Majid Zargham Hajabi * , Parvaneh Ghahremani
Member of Faculty in Educational Psychology, Faculty of Humanities, Islamic Azad University, Qom Branch, Qom, Iran. E-mail: Zarghamhajebi@gmail.com
Abstract:   (1575 Views)
introduction: Students from each country are considered as intellectual and intellectual resources of
the country. Studies on the motivation and progress and their self-regulation in learning are important and
necessary.Therefore, this study aimed to examine the effectiveness of teaching strategies for self-regulation
learning on the motivation for progress and Students motivational beliefs.
Methods: This study was a semi-experimental included pretest-posttest with control group; moreover,
sample has been selected through clustered random sampling among the students of Azad university
of Oloom Tahghighat branch in Tehran in 2018. 30 faculty members were selected and divided into two
experimental and control groups. The experimental group was trained and the control group did not receive
any training. In the post-test, the questionnaires were repeated on both groups. The data collection method
was based on the Hermann’s motivation development questionnaire (1977) and Pintrich PR, De Groot
Incentive Beliefs (1990). The reliability of the questionnaire was calculated using Cronbach’s alpha method.
Its value for the Progressive Motivation Questionnaire was 0.84 and the Motivational Beliefs Questionnaire
was 0.75. Data analysis was performed using SPSS software in two sections including descriptive statistics,
mean and standard deviation, and covariance analysis statistics.
Results: The results of this study showed that the training of self-regulation strategies has a significant
effect on increasing the motivation of progress (0.11) and inclining beliefs (0.08) of students (P<0.01).
Conclusion: The findings of this study showed that applying self-directed learning strategies to
students provides opportunities for them to actively manage processes such as goal setting, self-control,
self-assessment, self-motivation. In addition, the learning motivation will be strengthened and facilitated by
increasing the orientation of their goals in learning. Therefore, educational institutions should make a major
effort to educate and enhance self-regulation learning.
Keywords: Self-Regulation, Achievement, Motivational Beliefs.
Full-Text [PDF 327 kb]   (1256 Downloads)    
Type of Study: Research | Subject: Special
Received: 2019/05/25 | Accepted: 2019/05/25 | Published: 2019/05/25
Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Zargham Hajabi M, Ghahremani P. The Effectiveness of Teaching Self-Regulation Learning Strategies on Achievement Motivation and Motivational Beliefs in Students. مجله مطالعات آموزشی نما 2019; 14 :30-39
URL: http://nama.ajaums.ac.ir/article-1-314-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 14 - Back to browse issues page
مجله مطالعات آموزشی نما Journal of Educational Studies
Persian site map - English site map - Created in 0.04 seconds with 37 queries by YEKTAWEB 4639