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Paper Information

Journal:   ADVANCES IN COGNITIVE SCIENCE   Spring 2003 , Volume 5 , Number 1; Page(s) 27 To 33.
 
Paper: 

STUDY OF THE RELATIONSHIP BETWEEN MOTIVATIONAL BELIEFS AND SELF- REGULATED LEARNING STRATEGIES, AND ACADEMIC PERFORMANCE AMONG HIGH SCHOOL STUDENTS

 
 
Author(s):  KAJBAF M.B., MOULAVI H., SHIRAZI TEHRANI A.R.
 
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Abstract: 
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Objective: The purpose of this research was to study the relationship of motivational beliefs (self-efficacy, intrinsic value, test anxiety) and self-regulated learning strategies (cognitive strategies, self-regulation) with academic performance in high-school students in Isfahan city.
Method: In this research 120 students in third grade of high school were selected randomly.
Motivational Strategies for Learning Questionnaire (MSLQ) was used to assess the motivational beliefs and self-regulated learning strategies. Students' average scores in the second grade was used to assess the academic performance.
Results: Regression analysis showed that self-regulation, self-efficacy and test anxiety are the best predictors of academic performance (p< 0.05). The results of Multivariate Analysis of Variance showed a significant difference in test anxiety between girls and boys (p<0.003). The results also showed that there were no significant difference in the rest of research variables among girls and boys.
Conclusion: Authors believe that providing proper situation by teachers, in which self-efficacy grows, test, test anxiety decreases, and by teaching self - regulating learning strategies, students could be provide with better learning opportunities.

 
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