THE RELATION BETWEEN SELF REGULATED LEARNING STRATEGIES, MOTIVATIONAL BELIEFS, AND STUDENTS' ACADEMIC ACHIEVEMENT

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MOHAMMAD AMINI Z.

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Journal: NEW THOUGHTS ON EDUCATION Year:2009 | Volume:4 | Issue:4 Page(s): 123-135

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Information Journal Paper

Title

THE RELATION BETWEEN SELF REGULATED LEARNING STRATEGIES, MOTIVATIONAL BELIEFS, AND STUDENTS' ACADEMIC ACHIEVEMENT

Author(s)

MOHAMMAD AMINI Z. | Issue Writer Certificate

Keywords

LEARNING STRATEGIESQ2

ACADEMIC ACHIEVEMENTQ2

SELF REGULATED LEARNINGQ2

Abstract

To explore the relationship between self-regulated LEARNING STRATEGIES, motivational beliefs, and students' ACADEMIC ACHIEVEMENT, a sample of 170 high school students in Oshnaveeyeh were selected through a cluster sampling method that completed the Motivational LEARNING STRATEGIES questionnaire. Data analysis shows that the self regulated LEARNING STRATEGIES are correlated with students ACADEMIC ACHIEVEMENT and as such the latter is predictable by all constituents of the former.

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APA: Copy

MOHAMMAD AMINI, Z.. (2009). THE RELATION BETWEEN SELF REGULATED LEARNING STRATEGIES, MOTIVATIONAL BELIEFS, AND STUDENTS' ACADEMIC ACHIEVEMENT. NEW THOUGHTS ON EDUCATION, 4(4), 123-135. SID. https://sid.ir/paper/86919/en

Vancouver: Copy

MOHAMMAD AMINI Z.. THE RELATION BETWEEN SELF REGULATED LEARNING STRATEGIES, MOTIVATIONAL BELIEFS, AND STUDENTS' ACADEMIC ACHIEVEMENT. NEW THOUGHTS ON EDUCATION[Internet]. 2009;4(4):123-135. Available from: https://sid.ir/paper/86919/en

IEEE: Copy

Z. MOHAMMAD AMINI, “THE RELATION BETWEEN SELF REGULATED LEARNING STRATEGIES, MOTIVATIONAL BELIEFS, AND STUDENTS' ACADEMIC ACHIEVEMENT,” NEW THOUGHTS ON EDUCATION, vol. 4, no. 4, pp. 123–135, 2009, [Online]. Available: https://sid.ir/paper/86919/en

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