MODELING OF RELATIONSHIP BETWEEN INTELLIGENCE, EPISTEMOLOGICAL, AND MOTIVATIONAL BELIEFS WITH SELF- REGULATED LEARNING STRATEGIES OF PAYAME NOOR UNIVERSITY STUDENTS

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ABEDI SAMAD; SAEIDIPOUR B.; FARAJOLLAHI M.; SEIF M.H.

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Journal: Research in School and Virtual Learnin Year:2015 | Volume:2 | Issue:8 Page(s): 43-68

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Title

MODELING OF RELATIONSHIP BETWEEN INTELLIGENCE, EPISTEMOLOGICAL, AND MOTIVATIONAL BELIEFS WITH SELF- REGULATED LEARNING STRATEGIES OF PAYAME NOOR UNIVERSITY STUDENTS

Author(s)

ABEDI SAMAD | SAEIDIPOUR B. | FARAJOLLAHI M. | SEIF M.H. | Issue Writer Certificate

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Abstract

The aim of this research is studying the relationship between the variables of Intelligence beliefs, epistemological beliefs, and motivational beliefs with each other as well as their role in self- regulated learning strategies (Cognitive and Metacognitive Strategies) of Payame Noor University students in a causal Model framework and through Path Analysis. in order to test the hypotheses, a sample of 600 students from Payame Noor University centers were selected randomly by using multiple cluster sampling and stratified sampling, and answered a self- report questionnaire consisting scales of the epistemological beliefs (Schommer, 1993; revised by Manavipour, 2012), educational self- efficiency and self-regulated learning strategies (Pintrich & De Groot, 1990), intelligence beliefs (Abd-El-Fattah & Yates, 2006), and achievement goals (Middleton & Midgley, 1997). Results indicated that the proposed causal model after revision enjoys a good fit index, and the variables described 29 and 35 percent of the total variance of cognitive and metacognitive strategies. In general, according to the results of this study, intelligence beliefs not only have a direct effect but also can indirectly have an impact on students’ self-regulated learning strategies through epistemological beliefs, achievement goals, and educational self- efficiency. Also, Results indicated that students’ intelligence beliefs, especially incremental intelligence beliefs, through the mediation of epistemological beliefs, achievement goals, educational self- efficiency, can be effective on students’ self- regulated learning strategies and finally their performance. Therefore, it is essential that these beliefs be enhanced through enriching the living and learning contexts.

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APA: Copy

ABEDI, SAMAD, SAEIDIPOUR, B., FARAJOLLAHI, M., & SEIF, M.H.. (2015). MODELING OF RELATIONSHIP BETWEEN INTELLIGENCE, EPISTEMOLOGICAL, AND MOTIVATIONAL BELIEFS WITH SELF- REGULATED LEARNING STRATEGIES OF PAYAME NOOR UNIVERSITY STUDENTS. JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING, 2(8 ), 43-68. SID. https://sid.ir/paper/262922/en

Vancouver: Copy

ABEDI SAMAD, SAEIDIPOUR B., FARAJOLLAHI M., SEIF M.H.. MODELING OF RELATIONSHIP BETWEEN INTELLIGENCE, EPISTEMOLOGICAL, AND MOTIVATIONAL BELIEFS WITH SELF- REGULATED LEARNING STRATEGIES OF PAYAME NOOR UNIVERSITY STUDENTS. JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING[Internet]. 2015;2(8 ):43-68. Available from: https://sid.ir/paper/262922/en

IEEE: Copy

SAMAD ABEDI, B. SAEIDIPOUR, M. FARAJOLLAHI, and M.H. SEIF, “MODELING OF RELATIONSHIP BETWEEN INTELLIGENCE, EPISTEMOLOGICAL, AND MOTIVATIONAL BELIEFS WITH SELF- REGULATED LEARNING STRATEGIES OF PAYAME NOOR UNIVERSITY STUDENTS,” JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING, vol. 2, no. 8 , pp. 43–68, 2015, [Online]. Available: https://sid.ir/paper/262922/en

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