THE CONTRIBUTIONS OF MOTIVATIOINAL BELIEFS, LEARNING STRATEGIES, AND GENDER TO THE ACADEMIC ACHIEVEMENT

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SEIF A.A.; REZAEI A.

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ISSN: 2588-4824

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Journal: JOURNAL OF EDUCATION Year:2006 | Volume:21 | Issue:4 (84) Page(s): 43-85

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Title

THE CONTRIBUTIONS OF MOTIVATIOINAL BELIEFS, LEARNING STRATEGIES, AND GENDER TO THE ACADEMIC ACHIEVEMENT

Author(s)

SEIF A.A. | REZAEI A. | Issue Writer Certificate

Keywords

MOTIVATIONAL BELIEFS

LEARNING STRATEGIES

ACADEMIC ACHIEVMENT

GUIDANCE SCHOOL

Abstract

The relationship between school achievement on the one hand and motivation and LEARNING STRATEGIES on the other, seems natural, but the relationship between gender and achievement is perhaps more controversial. Nevertheless, what is of more significance is the relative contribution of these factors to the academic achievement.In the research reported here, 261 eighth graders from western Azarbayejan were randomly selected and their test anxiety, self efficacy, achievement goals, and cognitive and meta-cognitive LEARNING STRATEGIES were assessed using appropriate measures.Students' cumulative point average was also used as the dependent measure. Multiple regression analysis of the data revealed that the, meatcogmotive strategy of monitoring and control is the strongest predictor of academic achievement. Self efficacy, external goal orientation, gender, and test anxiety ranked there after. Together these factors account for 43% of the variance in academic achievement. The findings corroborate those reported by other researchers.

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APA: Copy

SEIF, A.A., & REZAEI, A.. (2006). THE CONTRIBUTIONS OF MOTIVATIOINAL BELIEFS, LEARNING STRATEGIES, AND GENDER TO THE ACADEMIC ACHIEVEMENT. JOURNAL OF EDUCATION, 21(4 (84)), 43-85. SID. https://sid.ir/paper/535520/en

Vancouver: Copy

SEIF A.A., REZAEI A.. THE CONTRIBUTIONS OF MOTIVATIOINAL BELIEFS, LEARNING STRATEGIES, AND GENDER TO THE ACADEMIC ACHIEVEMENT. JOURNAL OF EDUCATION[Internet]. 2006;21(4 (84)):43-85. Available from: https://sid.ir/paper/535520/en

IEEE: Copy

A.A. SEIF, and A. REZAEI, “THE CONTRIBUTIONS OF MOTIVATIOINAL BELIEFS, LEARNING STRATEGIES, AND GENDER TO THE ACADEMIC ACHIEVEMENT,” JOURNAL OF EDUCATION, vol. 21, no. 4 (84), pp. 43–85, 2006, [Online]. Available: https://sid.ir/paper/535520/en

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