THE RELATIONSHIP BETWEEN SELF-REGULATION LEARNING STRATEGIES, MOTIVATIONALBELIEFS AND THE ACADEMIC PERFORMANCE OF STUDENTS AT ALBORZ UNIVERSITY OFMEDICAL SCIENCES IN 2016

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SABZMAKAN L.; KEIKAVOOSI ARANI L.; HOSSEIN SH.; ALI AKBARPOOR S.

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Journal: Journal of Medical Education and Development Year:2017 | Volume:12 | Issue:3 Page(s): 167-180

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Title

THE RELATIONSHIP BETWEEN SELF-REGULATION LEARNING STRATEGIES, MOTIVATIONALBELIEFS AND THE ACADEMIC PERFORMANCE OF STUDENTS AT ALBORZ UNIVERSITY OFMEDICAL SCIENCES IN 2016

Author(s)

SABZMAKAN L. | KEIKAVOOSI ARANI L. | HOSSEIN SH. | ALI AKBARPOOR S. | Issue Writer Certificate

Keywords

COGNITIVE AND META-COGNITIVE STRATEGIESQ1

ACADEMIC PERFORMANCEQ1

SELF-REGULATIONQ1

Abstract

Introduction: Based on SELF-REGULATION learning theory, cognitive components areconsideredmotivational and ACADEMIC PERFORMANCE of a series of intertwined and related entities. This study investigated the relationship between self-regulated learning strategies and motivationalbeliefs and ACADEMIC PERFORMANCE of students enrolled at Alborz University of Medical Sciences in2016. Method: : In this analytical cross-sectional study, 352 students at Alborz University of MedicalSciences studying in year 2016 were enrolled in the study through stratified random sampling. TheMotivated Strategies for Learning Questionnaire (MSLQ) assessment device was used to collectdata and the students’ average scores were used to assess the ACADEMIC PERFORMANCE of Studentsintheir course works. The data were analyzed by SPSS-V. 19 software using descriptive statisticsand ANOVA, t-test and Pearson correlation co-effiicients. Results: There was a positive and significant correlation between the dimensions of cognitivelearning strategy and academic achievement (p<0. 05). There was no significant correlation betweenmeta-cognitive learning strategies and academic achievement (p<0. 05). In general, the higher thestudent's average score was, the higher the mean cognitive domain and the average of motivationalbeliefs were. Conclusion: It seems that by designing educational intervention strategies for SELF-REGULATIONlearning and strengthening motivational beliefs in students of Alborz University of MedicalSciences, better academic achievements can be anticipated.

Cites

Path Analysis of the Effect of Academic Emotions in Academic Achievement of Nursing Students of Zanjan University of Medical Sciences in the 2018-19 Academic Year through the Mediation of the Academic Engagement and Cognitive Strategies

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APA: Copy

SABZMAKAN, L., KEIKAVOOSI ARANI, L., HOSSEIN, SH., & ALI AKBARPOOR, S.. (2017). THE RELATIONSHIP BETWEEN SELF-REGULATION LEARNING STRATEGIES, MOTIVATIONALBELIEFS AND THE ACADEMIC PERFORMANCE OF STUDENTS AT ALBORZ UNIVERSITY OFMEDICAL SCIENCES IN 2016. MEDICAL EDUCATION AND DEVELOPMENT, 12(3 ), 167-180. SID. https://sid.ir/paper/208164/en

Vancouver: Copy

SABZMAKAN L., KEIKAVOOSI ARANI L., HOSSEIN SH., ALI AKBARPOOR S.. THE RELATIONSHIP BETWEEN SELF-REGULATION LEARNING STRATEGIES, MOTIVATIONALBELIEFS AND THE ACADEMIC PERFORMANCE OF STUDENTS AT ALBORZ UNIVERSITY OFMEDICAL SCIENCES IN 2016. MEDICAL EDUCATION AND DEVELOPMENT[Internet]. 2017;12(3 ):167-180. Available from: https://sid.ir/paper/208164/en

IEEE: Copy

L. SABZMAKAN, L. KEIKAVOOSI ARANI, SH. HOSSEIN, and S. ALI AKBARPOOR, “THE RELATIONSHIP BETWEEN SELF-REGULATION LEARNING STRATEGIES, MOTIVATIONALBELIEFS AND THE ACADEMIC PERFORMANCE OF STUDENTS AT ALBORZ UNIVERSITY OFMEDICAL SCIENCES IN 2016,” MEDICAL EDUCATION AND DEVELOPMENT, vol. 12, no. 3 , pp. 167–180, 2017, [Online]. Available: https://sid.ir/paper/208164/en

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