self-regulated learning

Open Access Article

1 - The Effect of Academic Grades, Neuroticism and Self-Regulated Learning Strategies on Academic Burnout: Testing a Conceptual Model
Shahram Vahedi Touraj hashemi Sina Shafiei Soork

This descriptive study investigated the effect of Academic grades, neuroticism and self-regulated learning strategies on academic burnout to test a theoretical model. The statistical population consisted of all undergraduate students from Azad University-Ashkezar b More

This descriptive study investigated the effect of Academic grades, neuroticism and self-regulated learning strategies on academic burnout to test a theoretical model. The statistical population consisted of all undergraduate students from Azad University-Ashkezar branch (1162 people). Sample of 290 students were selected using cluster sampling. Data were collected by neuroticism scale (McCrae & Costa, 1992), Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) and academic burnout inventory (Bresó, Salanova & Schaufeli, 2007) and were analyzed by simple correlation and path analysis. Our results, consistent with the hypotheses showed that grades (P < 0.05) and neuroticism (P < 0.01) positively and self-efficacy (P < 0.01), intrinsic value (P < 0.01) and self-regulation (P < 0.05) negatively affect academic burnout. Also neuroticism (P < 0.05), self-efficacy (P < 0.01) and intrinsic value (P < 0.05) affect academic burnout via mediator variable of self-regulation. In total, 58% of the variance of academic burnout was explained by those variables. Manuscript profile

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2 - Structural model of the relationship between academic identity and academic performance mediated by self-regulated learning strategies and motivational beliefs in female high school students
Zahra Torkzadeh Arani Reza Jafari Harandi Susan Bahrami

10.30486/jsrp.2021.1877706.2030

The purpose of this study was to model the structural relationship between academic identity and academic performance by mediating self-regulated learning strategies and motivational beliefs in students. This research is applied in terms of purpose and descriptive-corre More

The purpose of this study was to model the structural relationship between academic identity and academic performance by mediating self-regulated learning strategies and motivational beliefs in students. This research is applied in terms of purpose and descriptive-correlational in terms of method. The statistical population of this study consisted of 21940 female high school students in the four education districts of Qom who were studying in the 2018-19 academic year. The sampling method in the present study is multi-stage cluster sampling. Thus, first, the four education districts of Qom were considered as four clusters, then one school was selected from each district and three classes from each school. Finally, the sample size of this research was based on Krejcie, Morgan and Kohan table and according to the size of the population, it included 378 students. In this study, the questionnaire (questionnaire of academic identity status questionnaire (Was & Isaacson, 2008) and self-regulated learning strategies questionnaire (Pintrich & Degroot, 1990), which was designed by 5 Likert method, was used) Self-regulated learning strategies and motivational beliefs were used to collect data related to academic identity variables, and the average scores of students in the second semester were used for the academic performance variable. All statistical analyzes have been performed by structural equation modeling with partial least squares approach. Findings indicate a positive and significant effect of academic identity on academic performance directly. On the other hand, the effect of academic identity on academic performance indirectly and mediated by self-regulated learning strategies and motivational beliefs is also positive and significant. Manuscript profile

Open Access Article

3 - Mediating Role of E-mind Mapping in Adopting a Self-Regulated Language Learning Strategy Among Iranian EFL Learners
Nasim Nasr-Esfahani Azizeh Chalak Hossein Heidari Tabrizi

10.30486/relp.2021.1938213.1301

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Open Access Article

4 - The study of Relation between Self-Regulated Learning Strategies and Motivation Strategies for Learning with Educational Performance of Students of Ardebil Islamic Azad University
اصغر نخستین‌گلدوست مهدی معینی‌کیا

The present research aims to study the relation between self-regulated learning strategies and strategies of Motivation for learning, and academic achievement of students. The method used is of correlation studies in nature. The statistical universe consisted of 8341 th More

The present research aims to study the relation between self-regulated learning strategies and strategies of Motivation for learning, and academic achievement of students. The method used is of correlation studies in nature. The statistical universe consisted of 8341 third and over third semester non-medical students who were busy studying during the second semester of the academic year 2008-2009 of Ardebil Islamic Azad University. The statistical sample consisted of 319 students (193 girl students and 126 boy students) who were selected using the random sampling method. The sample size was computed using Kukran formula. The research instrument of the research consisted of a 24-question questionnaire of Zimmerman and Pons (1986) Self- Regulated Learning Strategies (SRLS) with a reliability of (α= 0.89) and a 44-question achievement questionnaire of Ekelze (1983) with a reliability of (α= 0.91). The overall educational average of students during the previous semesters was also considered as an index for their academic achievement. The data was analyzed using multiple regression Enter Model method. The findings from the research showed that the variables of self-regulated learning strategies and strategies of motivation for learning were significant foretellers for the academic achievement of students (P 0.05). Considering the structure of educational environments, the compiling method of educational contexts and also teaching models used by professors lacked highness concerning self-regulated learning strategies of students seems a logical concept. Manuscript profile

Open Access Article

5 - Relationship of academic burnout and self-regulated learning with academic performance of high school students
mohammad azimi moosa piri taghi zavvar

The purpose of the present research was to explore the academic performance relationship with self-regulated learning, and academic burnout of Ardabil city high schools in 2010-11. The statistical sample of this research was included 379 high school students (197 boys, More

The purpose of the present research was to explore the academic performance relationship with self-regulated learning, and academic burnout of Ardabil city high schools in 2010-11. The statistical sample of this research was included 379 high school students (197 boys, 182 girls) of Ardabil city. They were selected by multi-stage cluster sampling method irrespective of their field and year of study. The tools used in this research were three questionnaires: MSLQ, Berso’s academic burnout and average grade of academic semester in 2010-11. The results showed that there was a positive relationship between self-regulated learning and academic performance. However, there was a negative relationship between of academic burnout dimensions and academic performance. The results of multiple regression showed that academic burnout had a better capability in predicting the academic performance in comparison with self-regulated learning and path analysis showed that the academic burnout variable was the only variable, which was able to have a direct influence on the academic performance of students. On the other hand, the results of Hotlling t2 showed that there was a significant difference among the combination of three dependent variables in the two groups of female and male students. For an exact study, independent t-tests were used for all of the variables and the results showed that there was a significant difference between female and male students, just in term of academic performance. Manuscript profile

Open Access Article

6 - Prediction of regulation of learning based on academic self-efficacy & study interest with mediation of information processing strategies
sara ebrahimi

Abstract The purpose of this study was to investigate the role of motivational constructs(academic self-efficacy & study interest) and information processing strategies in regulation of learning (self-regulated learning and external regulation). The data were obtain More

Abstract The purpose of this study was to investigate the role of motivational constructs(academic self-efficacy & study interest) 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), Academic Self-Efficacy Scale (Mccllory & Bunting, 2002), Study Interest Questionnaire (Schefele’s et al, 1993) 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 academic self-efficacy and study interest have significant effects on the deep and surface information processing strategies and information processing strategies have significant effects on regulation of learning. In result academic self-efficacy and study interest predict significantly regulation learning by mediating of effects on the information processing strategies. Manuscript profile

Open Access Article

7 - Relationship between self-regulated learning strategies and achievement motivation of high school students
kheironnesa shirdel Bahram Mirzaian Ramzan hasanzadeh

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 4 More

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. Manuscript profile

Open Access Article

8 - Instructional Efficacy of Self-Regulated Learning on Iranian EFL Learners’ Speaking Ability
Elham Tavallali Amin Marzban

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9 - The Relationship between Information Literacy and Achievement Motivation with the Mediating Role of Self-Regulated Learning
Maryam Emadrouiani Behrang Esmaeilishad

10.30495/ee.2022.1957905.1094

Introduction: The main purpose of this study was to investigate the relationship between information literacy and achievement motivation with the mediating role of self-regulated learning. Research Methodology: The research method is of a descriptive and correlational More

Introduction: The main purpose of this study was to investigate the relationship between information literacy and achievement motivation with the mediating role of self-regulated learning. Research Methodology: The research method is of a descriptive and correlational type. The statistical population of the study includes all university students of Jajarm city, among which 194 people were selected through relative category random sampling method according to the proposed formula of Fidell and Tabachnick (2007) and based on the number of students in each university. The data collection tools include Siamak and Davarpanah's information literacy (2008), Hermans' achievement motivation (1977) and Bouffard's self-regulation (1995) questionnaires which have face and content validity. The reliability coefficient using Cronbach's alpha was 0.86, 0.84 and 0.81, respectively. Data analysis was performed using Sobel test by SPSS. Findings: According to the statistical results, the strength of the relationship between information literacy and achievement motivation is 0.43, the relationship between information literacy and self-regulated learning is 0.20 and the relationship between achievement motivation and self-regulated learning is 0.41. The test statistic is 2.535, which is greater than the critical value of t at the level of 5% error, ie 1.96, and indicates that the observed correlation is significant. Conclusion: With 95% confidence, there is a relationship between information literacy and achievement motivation with the self-regulated learning mediating role in the university students of Jajarm city.   Manuscript profile

Open Access Article

10 - Prediction of regulation of learning based on test anxiety & achievement goals with mediation of information processing strategies
sarah ebrahimi davod laki

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. Manuscript profile

Open Access Article

11 - Prediction of regulation of learning based on test anxiety & achievement goals with mediation of information processing strategies
sara ebrahimi davod laki

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.     Manuscript profile

Open Access Article

12 - Academic self-confidence, self-regulated learning,, metacognitive strategies students
Zohreah mASHHDI KBAR

The aim of this research is to predict academic self-efficacy based on self-regulated learning and metacognitive strategies of secondary school students. This study is applied in terms of its goal, quantitative in nature, and based on correlation. The population in this More

The aim of this research is to predict academic self-efficacy based on self-regulated learning and metacognitive strategies of secondary school students. This study is applied in terms of its goal, quantitative in nature, and based on correlation. The population in this study includes a number of male and female secondary school students. According to Morgan's table, the sample size has been determined to be 308 individuals, selected from schools in Ray in Tehran through multi-stage random sampling. Twelve schools (6 girls' schools and 6 boys' schools) were randomly selected, and from each school, one class was randomly chosen, and a number of students were randomly selected from each class to participate in the questionnaire survey (among the 308 students, 150 were girls and 158 were boys). The conditions for participating in the study included an interest in participating in the study and having a minimum GPA of 14.The main tools for data collection were the Academic Self-Efficacy Questionnaire by Azadi (1394) with 21 items, the Self-Regulated Learning Questionnaire by Pintrich and Groot (1990) with 44 items, and the Metacognitive Strategies Questionnaire by Karami (1394) with 37 items, which have been validated in various studies. The reliability of the instruments was confirmed using Cronbach's alpha, and the reliability coefficient for the questionnaire was 0.89, and for the self-esteem (0.85) and personal efficacy (0.92) components, respectively.The obtained data were analyzed using regression analysis and SPSS software version 23. The results indicate a correlation of 42.2% and 46% respectively. Therefore, in order to enhance the level of students' self-efficacy, the use of self-regulated learning components and metacognitive strategies appears to be essential. Manuscript profile

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13 - پیشرفت تحصیلی در یادگیری زبان: مدل ساختاری تاثیر تعامل بین معلم و دانش آموز و یادگیری خود تنظیمی
نفیسه اسدزاده ملکی مسعود ذوقی نادر اسدی آیدین لو

10.30495/jal.2020.675391

در تحقیق حاضر، به منظور بررسی نقش مشارکتی متغیرهای یادگیری خودتنظیمی وتعامل بین معلم و دانشجو در میزان پیشرفت تحصیلی دانش جویان از روش تحقیق همبستگی استفاده شده است. نمونه ای از 218 دانشجوی رشته زبان انگلیسی (102 مرد و 116 زن) از بین 645 دانشجوی این رشته با کمک نرم افزا More

در تحقیق حاضر، به منظور بررسی نقش مشارکتی متغیرهای یادگیری خودتنظیمی وتعامل بین معلم و دانشجو در میزان پیشرفت تحصیلی دانش جویان از روش تحقیق همبستگی استفاده شده است. نمونه ای از 218 دانشجوی رشته زبان انگلیسی (102 مرد و 116 زن) از بین 645 دانشجوی این رشته با کمک نرم افزاد محاسباتی تعیین نمونه اولیه مدل ساختاری انتخاب شدند. رده سنی آنها بین 18 تا 45 سال بوده و در دانشگاه آزاد اسلامی واحد تبریز مشغول به تحصیل بودند. مدل ساختاری مورد استفاده در ایت مطالعه نشان داد که تعامل بین معلم و دانشجو تاثیر مستقیم و موثری در پیشرفت تحصیلی آنها دارد. همچنین نتایج به دست آمده نشان داد که تاثیر این تعامل بر میزان پیشرفت تحصیلی دانشجویان به وسیله یادگیری خودتنظیمی افزایش می یابد. در این تحقیق، مشارکت علی-معلولی  این عوامل روانشناسی، یعنی یادگیری خودتنظیمی و تعامل بین معلم و دانشجو، بر میزان پیشرفت تحصیلی دانشجویان  به اثبات رسید. یافته های این تحقیق در زمینه های آموزشی و فعالیت های کلاسی کاربردهای زیادی دارد. Manuscript profile

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14 - The Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students
bagher sardari

10.30495/jinev.2021.683373

The aim of this study was to determine the mediating role of metacognition between executive functions and self-regulated learning in students. This research was a correlation study using structural equation analysis. The statistical population of the study included all More

The aim of this study was to determine the mediating role of metacognition between executive functions and self-regulated learning in students. This research was a correlation study using structural equation analysis. The statistical population of the study included all junior high school students in Mako city of 5000 people. From this population, 370 people were selected by stepwise cluster sampling using Sloven formula. Data collection tools included Wisconsin Card Classification Test (WCST), Self-Regulated Learning (MSLQ), and Metacognitive Beliefs (MCQ). Data analysis was performed using Pearson correlation and structural equation analysis. Data analysis showed that the direct path from executive functions to self-regulated learning, and metacognitive beliefs, and the direct path from metacognitive beliefs to self-regulated learning were statistically significant. Also, executive function indirectly predicts self-regulated learning through metacognition (p <0.05). According to the results, it can be argued that executive functions directly and also indirectly through metacognition play an important role in students' self-regulated learning Manuscript profile

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15 - The Mediating Role of Self-Regulated Learning in the Relationship Between Basic Psychological Needs and Academic Procrastination in Students
Mahdieh Khalili Khezrabadi Faeze Eshaghi Moghaddam Fatemeh Zare Ali Reza Hoseinpour Ashna Abad

10.30495/jinev.2022.1917521.2363

Academic procrastination is one of the most visible and problematic problems among students. The aim of this study was to investigate the mediating role of self-regulated learning in the relationship between basic psychological needs and academic procrastination in stud More

Academic procrastination is one of the most visible and problematic problems among students. The aim of this study was to investigate the mediating role of self-regulated learning in the relationship between basic psychological needs and academic procrastination in students. The statistical population of this study included students of Urmia Farhangian University in the academic year 1397, from which 212 students were selected and participated in this study. Data collection tools included the Self-Regulated Learning Questionnaire (1995), the Basic Psychological Needs Satisfaction Scale (2003) and the Academic Procrastination Scale (1984). The results showed that academic procrastination has a negative and significant relationship with self-regulated learning and basic psychological needs (p <0.05). The results of path analysis showed that self-regulated learning has a mediating role in the relationship between basic psychological needs and academic procrastination (p <0.05). This means that in students, basic psychological needs can reduce academic procrastination by affecting self-regulated learning. Accordingly, in the field of education, it is necessary to organize the interventions used to reduce academic procrastination in students in order to satisfy basic psychological needs and self-regulated learning. Manuscript profile

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16 - The Effect of Training EFL Intermediate and Advanced Learners in Self-regulation on their Attitude toward EFL Reading Comprehension: Implementing an SRL Model
Fatemeh Hemmati Elaheh Sotoudehnama Hassan Soleimani Mahboobeh Morshedian

Self-regulation is the ability to regulate one’s thoughts, behaviors, motivations and actions to achieve one’s goals. In the same line, self-regulated learning (SRL) entails plans and behaviors to attain learning goals. This study investigated the impact of More

Self-regulation is the ability to regulate one’s thoughts, behaviors, motivations and actions to achieve one’s goals. In the same line, self-regulated learning (SRL) entails plans and behaviors to attain learning goals. This study investigated the impact of training English as a Foreign Language (EFL) learner in a Zimmerman and Moylan’s Self-regulated Learning (SRL) model as directed at reading on their attitude toward EFL reading. It also examined whether the learners’ proficiency level could moderate the effect of self-regulation training. Two intact experimental groups were taught self-regulation strategies while reading, but two control groups received the traditional, routine reading instruction. The data of the study were collected by Yamashita’s questionnaire of attitude to EFL reading. Parametric two-way ANCOVA analysis showed that self-regulation instruction as directed at EFL reading could significantly improve participants’ attitude toward EFL reading, but their level of proficiency did not moderate the effectof self-regulation training. These findings can provide an incentive for the instructors to help Iranian EFL learners improve their attitude toward reading through using self-regulation strategies. Manuscript profile

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17 - Self-regulated Learning Strategies, Achievement Goals and Listening Achievement of Iranian EFL Learners
Alieh Nasrollahi-Mouziraji Parviz Birjandi (Corresponding author)

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18 - تأثیر آموزش خودتنظیمی بر حفظ کوتاه مدت وبلند مدت واژگان انگلیسی زبان آموزان در کالس های آنالین
Mohammad Javad Bahrami Neda Fatehi Rad Masoud Tajadini Peyman Seifaddiny

10.30495/jfl.2023.708019

این مطالعه با هدف بررسی تأثیر آموزش و آموزش خودتنظیمی بر حفظ کوتاه مدت و بلندمدت واژگان انگلیسی زبان آموزان در کالس های آنالین انجام شد. طرح پژوهش حاضر نیمه آزمایشی از نوع پیش آزمون پس آزمون با گروه کنترل بود. شرکت کنندگان در این مطالعه شامل60زبان آموز مرد متوسط زبان ان More

این مطالعه با هدف بررسی تأثیر آموزش و آموزش خودتنظیمی بر حفظ کوتاه مدت و بلندمدت واژگان انگلیسی زبان آموزان در کالس های آنالین انجام شد. طرح پژوهش حاضر نیمه آزمایشی از نوع پیش آزمون پس آزمون با گروه کنترل بود. شرکت کنندگان در این مطالعه شامل60زبان آموز مرد متوسط زبان انگلیسی بودند که از بین68زبان آموز انگلیسی در یک موسسه زبان خصوصی در کرمان، ایران بر اساس نمراتPETخود انتخاب شدند. نمونه اصلی از طریق نمونه گیری در دسترس انتخاب شد. سن شرکت کنندگان از17تا30سال بود. ابزارهای زیر در این مطالعه استفاده شد: آزمون مقدماتی انگلیسی (PET)و دو آزمون واژگان محقق ساخته. برای تجزیه و تحلیل داده ها از آزمون کولموگروف اسمیرنوف، آمار توصیفی و آنالیز واریانس استفاده شد. باتوجه به نتایج تجزیه و تحلیل داده ها، آموزش خودتنظیمی تأثیر معناداری بر حفظ کوتاه مدت و بلندمدت واژگان انگلیسی زبان آموزان در کالس های آنالین داشت. این یافته ها برای معلمان زبان انگلیسی، زبان آموزان زبان انگلیسی و برنامهریزان برنامه درسی می تواند مثمرثمرثمر باشد. Manuscript profile

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19 - The Effect of Mobile Learning Based on Gagne's Instructional Design on University Students' Self-Regulated Learning Strategies
Afsaneh Hamzehie Mohsen Bagheri Saeed Moosavipour

This research was conducted to investigate whether mobile learning based on Gagne's instructional design has any effect on university students' self-regulated learning strategies. A quasi-experimental study with pretest-posttest design and a control group was applied as More

This research was conducted to investigate whether mobile learning based on Gagne's instructional design has any effect on university students' self-regulated learning strategies. A quasi-experimental study with pretest-posttest design and a control group was applied as the method of research. The statistical population included all the students of Educational Sciences with Educational Technologies subfield at the University of Arak who were 45 people. Sample consisted of students who take the course of Introduction to Computer Skills. Convenience sampling was used in the study. The sample size was 34 students. Using a researcher made questionnaire, the degree of students' expertise and familiarity with computer-based technology was measured. After determining the level of each person and presenting the required training, all individuals matched and met the baseline, then randomly assigned to two groups of 17 people. In order to collect data, Pintrich and DeGroot self-regulated learning strategies questionnaire was employed which contains subscales of cognitive strategies (rehearsal, elaboration, organizing and understanding) and metacognitive strategies (planning, monitoring and regulating). In order to inferential analysis the data, covariance analysis was used. The results showed that mobile learning based on Gagne's Instructional Design Model generally increases the self-regulated learning strategies of students, but there were no significant differences between the groups in sub-components of the understanding, planning and regulating. Manuscript profile

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20 - The Relationship between Self-Regulated Learning Strategies, Critical Thinking Tendency and Students Readiness to Participate in E-Learning Courses
Ezatallah Ghadampour Peyman Kamkar Hoshang Garavand Sajad Jamshidikia

One of the factors that can cause success or failure in using e-learning is students' readiness to participate in e-learning courses. Among the factors that could be effective in readiness of students to participate such e-learning courses are self-regulated learning st More

One of the factors that can cause success or failure in using e-learning is students' readiness to participate in e-learning courses. Among the factors that could be effective in readiness of students to participate such e-learning courses are self-regulated learning strategies and tendency to critical thinking. Thus, the aim of the study was to investigate the role of self-regulated learning strategies and tendency to critical thinking in students' readiness to participate in e-learning courses. The research method was descriptive-correlational. The statistical population included all students of Kharazmi University in 2013. Using random sampling method, 250 individuals were selected as sample. To collect the data, the Ricketts' tendency to critical thinking and self-regulated learning strategies questionnaires, as well as students' readiness to participate in e-learning scale were used. Descriptive (mean, standard deviation) and inferential (correlation, regression and independent t tests) statistics were used for data analysis. The results showed that the correlation of self-regulated learning strategies with students' readiness to participate in e-learning was 0.23 (R2= 0.05) and of critical thinking with students' readiness to participate in e-learning courses is 0.24 (R2= 0.07). So students' readiness to participate in e-learning courses can be predicted through self-regulated learning strategies and tendency to critical thinking. Results of t test showed that there was no significant difference between male and female, as well as graduate and undergraduate students in terms of readiness to participate in e-learning courses. Manuscript profile

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21 - The Impact of WebQuest Learning on Students' Motivation for Progress, Self-Concept, and Self-Regulated Learning
seyede marziyeh moosavi bideleh Vahid Fallah sadraddin sattari azime motekalem Hasan Aslan zadeh

The purpose of this study was to investigate the effect of web-Quest learning on students' Achievement motivation, self-concept and self-regulation learning in English courses by using Quasi-experimental method. The statistical population included all 2805 students of g More

The purpose of this study was to investigate the effect of web-Quest learning on students' Achievement motivation, self-concept and self-regulation learning in English courses by using Quasi-experimental method. The statistical population included all 2805 students of gorgan University Azad Islamic in the academic year 2018-2019. A randomized stratified Sampling method was used to select 25 individuals in control group (tradition) and 25 in Experimental group (Web-Quest). In this study, both experimental and control groups were tested Pr-test, then the experimental variable (web-Quest learning) was run for the experimental group. Then, the post-test was performed from both groups. The required data was collected using field And library methods. The data gathering tool was Hermann's motivation questionnaire, Raj Kamsaratsot Self-concept Test and Buffer's Self-Regulatory Learning Questionnaire, which it’s Validity has been confirmed by the professors and experts. The data was analyzed using descriptive statistics, inferential statistics and covariance analysis.Therefore, we conclude that web-Quest learning has a positive effect on achievement motivation, self-concept and self-regulation learning in English courses at students of gorgan University . Manuscript profile

Open Access Article

22 - Achievement Goals and Burnout in Academic Performance: The Meditation Role of Outcome Expectation and Self-Regulating Learning
Marzieh Jamali Ali Reza Kiamanesh

      T     he aim of the present study was to investigate the mediating role of outcome expectation and self-regulated learning in the relationship between achievement goals, academic burnout, and academic performance. Three hundred a More

      T     he aim of the present study was to investigate the mediating role of outcome expectation and self-regulated learning in the relationship between achievement goals, academic burnout, and academic performance. Three hundred and forty seven students were selected from Kashan University using stratified sampling method.The participants completed the Progress Goals Scale (PGS; Migly, Kaplan & Midelton, 1998), the Motivational Strategies for Learning Questionnaire (MSLQ; Pintrich & De Digrot, 1990), the Academic Burnout Scale (Berso, Salanova & Schoufeli, 2007), and the Student Outcome  Expectation Scale (SOEQ; Landy, 2003). The data were analyzed using structural equation modeling. The results indicatedoutcome expectation and self-regulated learning mediated the relations of achievement goals and academic burnout to academic performance. Academic burnout indirectly and negatively related to academic achievement through self-regulated learning and outcome expectation. Achievement goals indirectly and positively related to academic achievement through self-regulated learning and outcome expectation. Manuscript profile

Open Access Article

23 - The Relationship between Modern Teaching Methods and Self-Regulated Learning Strategies with the Mediating Role of Students’ Perceptions of Classroom Activities
Maryam Jafari Abolghasem Barimani

The purpose of this study was to investigate the relationship between modern teaching methods and self-regulated learning strategies with the mediating role of students’ perceptions of classroom activities. The research was applied in terms of purpose and the meth More

The purpose of this study was to investigate the relationship between modern teaching methods and self-regulated learning strategies with the mediating role of students’ perceptions of classroom activities. The research was applied in terms of purpose and the method was descriptive, correlational. The statistical population of this study included 4816 students of Secondary school of Neka. The sample included 381 participants recruited by using Krejcie and Morgan’s Table via stratified random sampling concerning gender. The data were gathered by using three Questionnaires: Valinejad Sangdehee et al.’s (2016) modern teaching methods, Bouffard et al.’s (1995) self-regulated learning strategies, and Gantry et al.’s (2002) perceptions of classroom activities Questionnaires. The reliability of the instruments was calculated to be 0.70, 0.77 and 0.92 respectively using Cronbach’s alpha. To analyze the collected data structural equation modeling was employed using the PLS software. The results of this study showed that there is a significant relationship between modern teaching methods and measuring the perceptions of classroom activities with self-regulated learning strategies. 83.7% of self-regulated learning strategies and 73.3% of perceptions of classroom activities were explained by modern teaching methods. The perceptions of classroom activities had a mediating effect on the relationship between modern teaching methods and self-regulated learning strategies. The indices indicated that the proposed model is an appropriate fit. Manuscript profile

Open Access Article

24 - The Effectiveness of Teaching Self-Regulated Learning Strategies on Academic Procrastination and Its Components
Fatemeh alsadat Razeghi Hassan Mirzahosseini Majid Majid Zargham Hajebi

Academic procrastination is a common phenomenon among college students, which is usually accompanied by distressing mental experiences. Procrastination is a form of failure in Self-Regulation. The purpose of this study is practical and the main goal is to investigate th More

Academic procrastination is a common phenomenon among college students, which is usually accompanied by distressing mental experiences. Procrastination is a form of failure in Self-Regulation. The purpose of this study is practical and the main goal is to investigate the effectiveness of ‘self-regulation learning strategies training’ on reducing academic procrastination and its components in graduate students. The researcher's hypothesis was a positive predictor of this effectiveness. In terms of method, the research was a quasi-experimental with a pretest-posttest design with a control group. The population consisted of all postgraduate students in the University of Science and Research in the second semester in 2018-2019. Based on cluster sampling, 30 subjects were selected and randomly assigned into experimental (15) and control (15) groups. The experimental group had eight sessions of self-regulated learning strategies (8 sessions of 120 minutes). Solomon and Rothblum academic procrastination scale (1984) and Pentrich self-regulation learning strategies (2003) were used to gather data. The data were analyzed by analysis of covariance. The results indicated that the research hypothesis of effectiveness of self-regulation learning strategies training on academic procrastination and its components in graduate students and participants of the experimental group in comparison with the control group, in posttest had a significantly less academic procrastination (P<0.01). So, we can conclude that self-regulation learning strategy training has a significant effectiveness on decreasing the academic procrastination of graduate students, they can overcome exam and homework procrastination. They can also allocate important time and resources to accomplish a scientific project and reduce their procrastination. Manuscript profile

Open Access Article

25 - Presenting a model of self-regulated learning strategies and its effect on problem-solving methods of high school students in Tehran
zahra tafaroji gilavandani Amineh Ahmadi ghidsi ahghar

Objective: The aim of this study was to identify self-regulated learning strategies and its effect on problem solving methods in education in Tehran. Method: The method of conducting research is mixed (qualitative-quantitative). In order to conduct this research, in add More

Objective: The aim of this study was to identify self-regulated learning strategies and its effect on problem solving methods in education in Tehran. Method: The method of conducting research is mixed (qualitative-quantitative). In order to conduct this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions and components. The statistical population in this study was all experts in the field of curriculum planning and educational management, which was conducted after 16 theoretical saturation interviews. Results: Finally, for self-regulated learning strategies, 3 dimensions, 9 components and 22 indicators were identified through content analysis. For the second variable, ie problem-solving methods, according to the Cassidy and Long (1996) standard questionnaire, there were 3 components and 24 indicators. The validity of the qualitative part, according to the experts, was confirmed and the reliability of this part was obtained by using the Copa formula of 63%, which is acceptable and shows the high reliability of the resulting codes. It was measured that all components were above 0.7. Finally, the structural equation method of smartpls3 software was used to draw the pattern. Results: The results showed that the dimensions of resource management strategies (0.932), cognitive strategies (0886) and metacognitive strategies (0.843) are the most important in the variable of self-regulatory learning strategies, respectively, and also self-regulatory strategies with a coefficient of 0.703 show the effect of 70 it has a percentage on problem solving methods. Manuscript profile

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