THE STUDY OF RELATION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND MOTIVATION STRATEGIES FOR LEARNING WITH EDUCATIONAL PERFORMANCE OF STUDENTS OF ARDEBIL ISLAMIC AZAD UNIVERSITY

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NAKHOSTIN GOLDOUST A.; MOUMENIKIA M.

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Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2009 | Volume:23 | Issue:23 Page(s): 85-100

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Title

THE STUDY OF RELATION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND MOTIVATION STRATEGIES FOR LEARNING WITH EDUCATIONAL PERFORMANCE OF STUDENTS OF ARDEBIL ISLAMIC AZAD UNIVERSITY

Author(s)

NAKHOSTIN GOLDOUST A. | MOUMENIKIA M. | Issue Writer Certificate

Keywords

SELF-REGULATED LEARNINGQ2

MOTIVATION STRATEGIESQ3

ACADEMIC ACHIEVEMENTQ2

Abstract

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 (a= 0. 89) and a 44-question achievement questionnaire of Ekelze (1983) with a reliability of (a=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<0.01). The strategies of motivation for learning among the students whas above average (P<0.01). However, SELF-REGULATED LEARNING strategies of students were not significantly different from the average (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.

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APA: Copy

NAKHOSTIN GOLDOUST, A., & MOUMENIKIA, M.. (2009). THE STUDY OF RELATION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND MOTIVATION STRATEGIES FOR LEARNING WITH EDUCATIONAL PERFORMANCE OF STUDENTS OF ARDEBIL ISLAMIC AZAD UNIVERSITY. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 23(23), 85-100. SID. https://sid.ir/paper/127495/en

Vancouver: Copy

NAKHOSTIN GOLDOUST A., MOUMENIKIA M.. THE STUDY OF RELATION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND MOTIVATION STRATEGIES FOR LEARNING WITH EDUCATIONAL PERFORMANCE OF STUDENTS OF ARDEBIL ISLAMIC AZAD UNIVERSITY. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2009;23(23):85-100. Available from: https://sid.ir/paper/127495/en

IEEE: Copy

A. NAKHOSTIN GOLDOUST, and M. MOUMENIKIA, “THE STUDY OF RELATION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND MOTIVATION STRATEGIES FOR LEARNING WITH EDUCATIONAL PERFORMANCE OF STUDENTS OF ARDEBIL ISLAMIC AZAD UNIVERSITY,” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 23, no. 23, pp. 85–100, 2009, [Online]. Available: https://sid.ir/paper/127495/en

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