جستجوی مقالات مرتبط با کلیدواژه « self-regulated learning strategies » در نشریات گروه « روانشناسی »

The purpose of this study was to model the structural relationship between academic identity and academic performance by mediating self-regulated learning strategies and motivational beliefs in students. This research is applied in terms of purpose and descriptive-correlational in terms of method. The statistical population of this study consisted of 21940 female high school students in the four education districts of Qom who were studying in the 2018-19 academic year. The sampling method in the present study is multi-stage cluster sampling. Thus, first, the four education districts of Qom were considered as four clusters, then one school was selected from each district and three classes from each school. Finally, the sample size of this research was based on Krejcie, Morgan and Kohan table and according to the size of the population, it included 378 students. In this study, the questionnaire (questionnaire of academic identity status questionnaire (Was & Isaacson, 2008) and self-regulated learning strategies questionnaire (Pintrich & Degroot, 1990), which was designed by 5 Likert method, was used) Self-regulated learning strategies and motivational beliefs were used to collect data related to academic identity variables, and the average scores of students in the second semester were used for the academic performance variable. All statistical analyzes have been performed by structural equation modeling with partial least squares approach. Findings indicate a positive and significant effect of academic identity on academic performance directly. On the other hand, the effect of academic identity on academic performance indirectly and mediated by self-regulated learning strategies and motivational beliefs is also positive and significant.

The purpose of the present study was to investigate self-regulation skill training on increasing the preparation for the exam of high school female students in the 15th district of Tehran. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was made up of all the female students of the first grade of high school in Tehran in the academic year 2011-2012, from among them, using the multi-stage cluster random sampling method, 30 students who had high grades of academic procrastination were selected and randomly replaced in the experimental group (15) and the control group (15). The participants of the experimental group were taught 10 sessions of self-regulated learning strategies. Solomon and Rathblum (1986) academic procrastination questionnaire was used to collect data. The data were analyzed through covariance statistical test. The findings showed that there was a significant difference between the experimental and control groups, so that the teaching of self-regulated learning strategies was effective in increasing students' preparation for the exam. Therefore, it can be concluded that teaching self-regulated learning strategies has an effect on increasing students' exam preparation.

Grammar is of great importance in L2 learning and communication (Ismail & Dedi, 2021). On the one hand, employing self-regulated learning strategies has been addressed as an important factor in this regard (Li, 2022; Pawlak, 2018). On the other hand, the mediating role of identity styles in education has been highlighted (Berzonsky & Cook, 2005). In the meantime, in second language education, the use of self-regulation learning strategies and the mediating role of identity style in grammar learning still require further study.

The current study aimed to investigate the effects of self-regulated learning strategies and identity styles on learning English relative clauses (ERC).

In this respect, 60 English language learners were selected and randomly assigned to one control group and one experimental group. In order to ensure the homogeneity of learners concerning the knowledge of relative clauses, a pretest was used. Then, the questionnaire for self-regulated learning strategies was distributed. The experimental group was also familiarized with these strategies and asked to use them. Afterwards, Berozensky's identity style questionnaire was given to the experimental group. Then, the posttest on relative clauses was repeated. The data were analyzed using analysis of covariance and one-way analysis of variance.

The ANCOVA results showed a significant effect of the use of SLS on ERC (p< 0.01). The effect size turned out to be a large one (Eta= 0.83). However, the ANOVA test results revealed that none of the three identity styles played a mediating role in this research context.

Based on these results, it can be concluded that knowledge of SLS can increase the learning rate of the target language grammar Thus, it is recommended that teachers, specialists and policy-makers attend to the results of this study.

The aim of this study was to analyze the attitudes, self-regulatory learning strategies and motivational beliefs of sixth grade elementary students in mathematics in Port Lengeh. The statistical population of the study is all male and female sixth grade students in the academic year 1400-99, a total of 800 (475 boys and 325 girls). Using Cochran\'s formula, the sample size of 250 people was determined. Multi-stage cluster sampling method was used to select the required sample. The research tool consisted of two researcher-made questionnaires, one for self-regulated learning strategies, motivational beliefs and the other for mathematical attitudes. Pearson correlation was used for statistical analysis of research data at the descriptive level and multivariate regression tests and t-test of two independent samples were used at the inferential level. The results showed that there is a positive and significant relationship between students \'attitudes about mathematical learning and self-regulated learning strategy and students\' motivational beliefs (P <0.01). Also, students\' responses in the field of attitudes toward mathematical, cognitive, metacognitive learning, goal orientation, and anxiety do not differ significantly with respect to gender, but there is a difference between self-efficacy responses and internal evaluation.

The purpose of this study was to determine the prediction of academic self-efficacy based on self-regulated learning strategies, metacognition strategies and goal-progress orientation in students of Islamic Azad University branch Ahvaz. This research is correlational. For this purpose, the community of students, 400 people (180 boys and 180 girls) was selected based on stratified random sampling. The tool for collecting data in this research is through autonomous learning strategies questionnaire Pentrej and De Grote (1990), metacognition of O’neill and Abedi (1997), the scale of the goal-progress orientation Megli et al. (2000) and Owen and Franman's academic self-efficacy questionnaire (1988). Pearson correlation and regression analysis Multiple was used, and the results showed between the components of the self-regulated learning strategies (Repeat and review, note writing, abstracts, organizing, Comprehension of material), metacognitive strategies (planning, effort and perseverance) and the components of the goal-progress orientation (goals of mastery, performance-approach objectives and performance-avoidance goals) There is a meaningful relationship with academic self-efficacy. Also, analyze data from the regression method showed that among the predictor variables in the order of objectives of mastery, performance-approach objectives, and performance-avoidance objectives the proper predictors for the variable of academic self-efficacy criterion in students.

The aim of this study was to investigate the effect of self-regulated learning strategies on students' academic delay of gratification and optimism. This quasi-experimental study with pretest-posttest with the control group. The population of this study consisted of all second grade female students in the first period of high school in Khorramabad (2014-2015) which among them two classes, using a multistage cluster random sampling method, as test and control groups were selected. The tools used in this study Bembenutty academic delay of gratification scale (1998) and Tschannen-Moran et al academic optimism questionnaire (2013). Descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance and univariate analysis of covariance) were used to analyze the data. The results showed that self-regulated learning strategies training Increasing student’s academic delay of gratification and academic optimism (P<0/001). Accordingly, it is recommended to teachers to Train Self-regulated learning strategies to their students during the course of their education.

The aim of the present study was to examine the effect of self-regulated learning strategy training on critical thinking of students. This quasi-experimental study had a pre-test/post-test and follow-up design with a control group. The population included all high school female students in the second grade in Khorramabad public schools in the academic year 1394-1395 with a total number of 905 students. Using multi-stage cluster random sampling, a sample of 56 participants (28 in the experimental group and 28 in the control group) were selected. The experimental group received self- regulated learning strategy training. After the training sessions, both the experimental and control groups took a post-test. And two months later, both groups were followed up. The instrument was critical thinking questionnaire Ricketts. The results revealed that self-regulated learning strategy training had a significant effect on critical thinking. Meanwhile, the results were almost the same in the follow-up phase.

Classroom structure has plenty of influence on learning process. Creative education environment is one of the most important influential factors in learning quality as one of the effective variables on the intrinsic motivation. In this study, the relationship between creative education environment and self-regulated learning strategies and mediation of intrinsic learning motivation was studied. 300 female students of the university of Tehran, from faculties of psychology, social science and economy, were selected based on convenience sampling method to respond to the questionnaires of actual creative education atmosphere, spontaneous learning strategies MSLQ and intrinsic motivation AMS. The results were analyzed using structural equations modeling. The obtained results showed that creative education atmosphere has significant correlation with the self-regulated learning strategies and the relationship between creative education atmosphere and self-regulated learning is mediated through intrinsic learning motivation. So, according to the importance of self-regulation and intrinsic motivation in the academic achievement, it is suggested that conditions be created for students to enhance the intrinsic motivation, use of self-regulation strategies increases. Consequently, results indicate that the creative education atmosphere influences the use of self-regulated learning strategies directlyand through mediation of learning motivation