The present study attempted to examine the relationship between English as a Foreign Language (EFL) learners’ motivational beliefs and their use of learning strategies. The three components of motivation, i.e. expectancy component, value component and affective component, were examined in relation to metacognitive, cognitive and effort management strategies. Two hundred and fifty seven EFL learners representing different proficiency levels completed the Persian version of the Motivated strategies for Learning Questionnaire (MSLQ), which consisted of motivation scale and learning strategies scale. The analysis of the effect of proficiency level on motivational beliefs showed a significant effect of proficiency level on test anxiety and extrinsic goal orientation, suggesting that less proficient learners were significantly more anxious and more extrinsically oriented compared to advanced learners of English. It was also found that self-efficacy, control of learning beliefs, intrinsic goal orientation and task value could account for 70% of variations in self-regulated learning (SRL) strategies. Based on the findings of this study, several suggestions are made to aid instructors in creating a non-product-oriented approach to learning, which promotes foreign language learners’ learning outcomes.

Health is one of the most important divine blessings for human beings that everyone naturally benefits from. Because a person who does not have the blessing of health has difficulty in doing some things. Therefore, human health has long been one of the most important issues for both the individual and society, and it has been given great importance in Islamic teachings. From the Islamic point of view, health is of two kinds: physical health and mental health. A profound glance will show that the religion of Islam has introduced important points in the field of both physical and mental health that the present study deals with the field of mental health. Islamic sources introduce different strategies to promote mental health in different dimensions such as "insight, manner, motivation, and action". By emphasizing the motivational dimension, this study deals with mental health strategies using a descriptive-analytical method, which is a kind of interdisciplinary research for the development and integration of humanities and Islamic sciences. Among the motivational strategies of Islam that have been considered in different places in different ways are hope, positivity, finalism, understanding the power of authority and understanding the presence of the Creator.

The aim of the present research was to study the relationships of amotivation, extrinsic and intrinsic motivations with English language learning strategies. 199 student's in General English courses were selected by cluster random sampling. motivational orientations were measured by the Language Learning Orientations Scale (LLOS) and language learning strategies were measured by the Strategy Inventory for Language Learning (SILL). Multiple regression analysis revealed that amotivation subscale scores have negative relation with the scores of memory, cognitive and metacognitive strategies. The extrinsic motivation scores did not show any significant relation with the use of the language learning strategies. Whereas, the scores of intrinsic motivation showed significant relation with the use of language learning strategies.

Several investigations revealed that regulation of learning is not only influenced by using the learning strategies, but also is related to the students' adaptive motivational beliefs. The purpose of present study was to investigate the relationship between the motivational beliefs and self-regulation strategies in mathematics. In order to this end, 301 undergraduate students (125 females and 176 males) were selected from Shiraz University, using cluster sampling method. Their average age was 20 years and all of them enrolled in general mathematics course. motivational strategies to Learning Questionnaire-form 3 (MSLQ3 ) was used as measurement instrument. Factor analysis showed 6 motivational factors: self-efficacy, task value, test anxiety, intrinsic-goal orientation, extrinsic goal orientation and control beliefs.This analysis revealed 4 learning strategies: meta-cognitive strategies, cognitive strategies, help-seeking and effort management. Cronback alpha coefficients for these subscales varied from 56 to 88. Multiple regression analysis of data showed that mera-cognitive strategies are predicted by task value, intrinsic goal orientation and self-efficacy. Cognitive strategies were predicted by extrinic goal orientation and task value. Test anxiety and self-efficacy predicted help seeking. Effort management was influenced by task value, self-efficacy and control beliefs. In general these findings proposed the existence of complex relationships between motivational beliefs and learning strategies. Based on the findings, educational implications were discussed.