Relationship between self-regulated learning strategies and achievement motivation of high school students

Subject Areas : Research in Curriculum Planning

kheironnesa shirdel ¹ , Bahram Mirzaian ² , Ramzan hasanzadeh ³

1 - 1.کارشناس ارشد روان‌شناسی تربیتی استادیار واحد ساری
2 - دانشگاه آزاد اسلامی، ساری، ایران دانشیار واحد ساری
3 - دانشگاه آزاد اسلامی، ساری، ایران

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2013-03-21

Keywords: self - regulation, self-regulated learning strategies, achievement motivation,

Abstract :

The present research surveyed the relationship between self-regulated learning strategies and achievement motivation of Sari high school students. The research method which has been used is of correlation studies in nature. The statistical population was consisting of 4895 sari high school students who were busy studying during the second of 2009-2010. The statistical sample consisted of 324 students including 151 boys and 171 girls, who were selected randomly through stratified sampling method among high school students. The research instrument was consisting of 31 questions of katrin–s-chenutized questionnaire of Zimmerman and pons (1986) strategies self-regulated learning (MLSQ) with a reliability of (a=%89) and 29 questions achievement motivation (MAI) hermens (1970) with a reliability of (a=%73). Data were analyzed by Using statistical methods, correlation coefficients, independent T groups analysis of variance (MANOVA) and multiple regression analysis. The findings from this research showed that there is a significant difference between self-regulation learning strategies and achievement motivation in students. Also, Results showed that there is a significant difference between sexuality and self-regulation learning strategies in the students, but there is not any significant difference between sexuality and achievement motivation in the students. Multiple regression analysis states that from the subscales of self-regulated learning strategies only resource management strategies can be a good predictor of student achievement motivation to practice.