The purpose of this study was to investigate the role of motivational construct (achievement goals & test anxiety) and information processing strategies in regulation of learning (self-regulated learning and external regulation). The data were obtained from eleventh More
The purpose of this study was to investigate the role of motivational construct (achievement goals & test anxiety) and information processing strategies in regulation of learning (self-regulated learning and external regulation). The data were obtained from eleventh-grade students (138 female and 126 male) in Noor city. The sample was selected based on a multistage cluster random sampling. Our questionnaires in this study consisted of regulation of learning subscale from Inventory of Learning Styles (Vermunt, 1998), test anxiety from Motivated Strategies for Learning Questionnaire (Pintrich & Degroot, 1994), Achievement Goals Scale (Midgley، Kaplan , Middleton & Maehr, 1998) and learning strategies from Motivated Strategies for Learning Questionnaire (Pintrich & Degroot, 1994). The structural equations model has been used for data analysis. The results indicated that test anxiety and achievement goals have significant effects on the deep and surface information processing strategies and information processing strategies have significant effects on regulation of learning. In result test anxiety and achievement goals predict significantly regulation learning by mediating of effects on the information processing strategies.
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The purpose of this study was to investigate the role of academic identity and target orientation in predicting meta-cognitive strategies of self-regulation learning. For this purpose, 155 first-year undergraduate students at Birjand State Universities in the academic y More
The purpose of this study was to investigate the role of academic identity and target orientation in predicting meta-cognitive strategies of self-regulation learning. For this purpose, 155 first-year undergraduate students at Birjand State Universities in the academic year 2015-2016 Were selected by multistage random cluster sampling. Contributors to the Wass & Isaacson Identity Questionnaire (2008); Meggli's Objective Orientation Scale (1998) and the Motivational Strategies Questionnaire for Learning Pentrich and De Groot (1990). The formal validity of the questionnaires was confirmed by experts And Cronbach's alpha coefficient for educational identity (0.80), target orientation (0.93) and motivational strategies for learning (0.86). The results were analyzed using Pearson correlation and linear regression tests using SPSS software. The results of the research showed that there was a significant positive relationship between the variables of the educational identity base and the target orientation (32%) with the criterion variable for metacognitive strategies is self-regulation learning And the beta value (0/526) for the target variable of goal orientation showed that while the effect of academic identity variable on self-regulation learning, The goal orientation variable can be a stronger predictor of self-learning metacognitive strategies. In the study of sub-variables, the results also showed that along with the successful academic identity component (38%) as a strong predictor Strong Metacognitive Strategies for Self-Regulatory Learning; Objective Orientation (8%) can also explain the tendency to use these strategies.
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Many learning difficulties are due to the lack of cognitive and metacognitive skills in students, while learning and study skills are educable. The purpose of this study is to know the causes of some learning problems to help teachers and students with identifying the r More
Many learning difficulties are due to the lack of cognitive and metacognitive skills in students, while learning and study skills are educable. The purpose of this study is to know the causes of some learning problems to help teachers and students with identifying the role of motivational structures and information processing strategies in regulation of learning (self-regulated learning and external regulation). For this purpose, the present study was conducted with a correlation design on a population of 492 third grade students of human science, experimental science, and mathematic physics in Noor in 1394-1395 that the sample of 264 students were selected based on a multistage cluster random sampling. Our questionnaires in this study consisted of regulation of learning subscale from Inventory of Learning Styles (Vermunt, 1998), test anxiety from Motivated Strategies for Learning Questionnaire (Pintrich & Degroot, 1994), Achievement Goals Scale (Midgley، Kaplan , Middleton & Maehr, 1998) and learning strategies from Motivated Strategies for Learning Questionnaire (Pintrich & Degroot, 1994). The structural equations model has been used for data analysis. The results indicated that test anxiety and achievement goals have significant effects on the deep and surface information processing strategies and information processing strategies have significant effects on regulation of learning. In result test anxiety and achievement goals predict significantly regulation learning by mediating of effects on the information processing strategies.
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