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Information Journal Paper

Title

The Effectiveness of Teaching Motivation Self-Regulatory Strategies in Academic Self-efficacy with the Moderating role of the Effects of Mastery-oriented and Performance-oriented Goals among Students

Pages

  86-91

Abstract

 Introduction: In the time being, teaching self-regulation to learners is a critical concern which helps them to adapt themselves to changes and unpredictable events easily. Hence, the present study examined the effectiveness of teaching motivational self-regulation strategies in academic self-efficacy with the moderating role of the effects of mastery-oriented and performance-oriented goals among first-level high school students. Method: The present study was a semi-experimental with a pre-test, post-test and a control group. The population consisted of 4752 grade 9 students in Karaj. The self-efficacy was measured among students. Data were then collected and multivariate analysis of covariance was used for data analysis. Results: The results showed that teaching Motivational Self-Regulation Strategies (MSRSs) had a significant positive effect on students' academic self-efficacy (p<0. 05), whereas the effect of teaching mastery-oriented and performance-oriented goals on self-efficacy was insignificant. Conclusion: It can be concluded that teaching MSRSs has a positive effect on the academic self-efficacy of first-year high school students. However, performance-oriented and mastery-oriented goals cannot moderate the effects of teaching MSRSs on self-efficacy.

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    APA: Copy

    HASHEMI, TOURAJ, Birami, Mansour, & Mokhberi, Adel. (2019). The Effectiveness of Teaching Motivation Self-Regulatory Strategies in Academic Self-efficacy with the Moderating role of the Effects of Mastery-oriented and Performance-oriented Goals among Students. INTERNATIONAL JOURNAL OF BEHAVIORAL SCIENCES, 13(2), 86-91. SID. https://sid.ir/paper/743981/en

    Vancouver: Copy

    HASHEMI TOURAJ, Birami Mansour, Mokhberi Adel. The Effectiveness of Teaching Motivation Self-Regulatory Strategies in Academic Self-efficacy with the Moderating role of the Effects of Mastery-oriented and Performance-oriented Goals among Students. INTERNATIONAL JOURNAL OF BEHAVIORAL SCIENCES[Internet]. 2019;13(2):86-91. Available from: https://sid.ir/paper/743981/en

    IEEE: Copy

    TOURAJ HASHEMI, Mansour Birami, and Adel Mokhberi, “The Effectiveness of Teaching Motivation Self-Regulatory Strategies in Academic Self-efficacy with the Moderating role of the Effects of Mastery-oriented and Performance-oriented Goals among Students,” INTERNATIONAL JOURNAL OF BEHAVIORAL SCIENCES, vol. 13, no. 2, pp. 86–91, 2019, [Online]. Available: https://sid.ir/paper/743981/en

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