Explaining the model of academic performance based on academic self-efficacy and progress goals with the mediation of cognitive learning strategies in mathematics-physics students

Subject Areas : فصلنامه تحقیقات روانشناختی

Hojjat Mahdavirad ¹ , Valiollah Farzad ² , Shirin Kooshki ³

1 - PhD in Educational Psychology, Islamic Azad University, Central Tehran Branch, Tehran - Iran.
2 - Associate Professor of Educational Psychology, Islamic Azad University, Central Tehran Branch, Tehran - Iran
3 - Associate Professor of Psychology, Islamic Azad University, Central Tehran Branch, Tehran - Iran

Received: 2023-03-11 Accepted : 2023-03-11 Published : 2022-02-20

Keywords: academic self-efficacy, Academic Performance, progress goals, cognitive learning strategies,

Abstract :

The aim of the current research is to explain the model of academic performance based on academic self-efficacy and progress goals with the mediation of cognitive learning strategies in mathematics-physics students in Tehran. The statistical population was all mathematics-physics students, from which 470 people were selected by multi-stage cluster random sampling method. The research tools were: Migheli et al.'s progress goal questionnaire (1998), Morris' academic self-efficacy questionnaire (2001) and Pintrich et al.'s (1991) standard scale of motivational strategies for learning. The research data were analyzed using the structural equation modeling method. The results showed that all the models of the research variables had a good fit. In the hypothesized model, progress goals with academic performance with the mediation of cognitive learning strategies had a full effect (0.025), direct effect (0.155) and indirect effect (-0.140) was insignificant. The effect of academic self-efficacy with academic performance with the mediation of cognitive learning strategies has a full effect (0.382) and a direct effect (0.351) was significant, but the indirect effect (0.018) is insignificant. The effect of academic self-efficacy was significant with academic performance at the level of 5%. The results showed that the variable of academic self-efficacy has a significant effect on academic performance and can explain 38% of the variance of academic performance. Teachers, counselors and parents can use the variable of academic self-efficacy to strengthen the academic performance of students.