جستجوی مقالات مرتبط با کلیدواژه "self-regulatory learning strategies" در نشریات گروه "روانشناسی"

The purpose of this study was to investigate the relationship between family communication patterns and academic vitality: the mediating role of self-regulated learning strategies. The research method was correlation and structural equations. Participants in this study were 240 ninth grade male students in Behbahan, who were selected by multi-stage (relative) random sampling. The instruments used in this study were a revised version of the Fitzpatrick and Ritchie family communication patterns, the Martin and Marsh Vital Life Questionnaire, and the Pintrich and De Groot self-regulatory, cognitive, and metacognitive learning strategies scale. Confirmatory factor analysis and Cronbach's alpha coefficient were used to evaluate the validity and reliability of these instruments. The evaluation of the proposed model was performed using the structural equation method. Bootstrap method was used to test indirect relationships. The results showed that the direction of dialogue has a direct positive and significant relationship with academic vitality and self-regulated learning strategies. Also, the orientation of dialogue with academic vitality through self-regulated learning strategies has a significant indirect relationship. But compliance orientation was not directly related to academic vitality and self-regulated learning strategies and this relationship was indirectly insignificant with the mediation of self-regulated learning strategies (cognitive and metacognitive) with academic vitality. Finally, self-regulated learning strategies have a significant relationship with academic vitality. Better fit of the model was achieved by eliminating non-significant paths of compliance orientation to academic vitality and compliance orientation to self-regulated learning strategies (cognitive and metacognitive).

The main goal of this study is to compare emotional self-efficacy, self-regulation learning strategies and motivational beliefs in the students. The design of this study was a causal-comparative study. The statistical population in this study included all female secondary school students in the 3rd district of Tehran. Among the statistical population of this study, 120 people were selected through a multistage cluster random sampling method. Multivariate analysis of variance was used to analyze the research data. The results showed that there is a significant difference between emotional self-efficacy, self-regulated learning strategies (cognitive and metacognitive) and motivational beliefs (self-efficacy, internal evaluation and test anxiety) in excellent and non-excellent students (P <0.01). In the field of the three studied variables, superiority with students is excellent. Therefore, it can be concluded that there is a significant difference between these two groups in terms of emotional self-efficacy, self-regulatory learning strategies and motivational beliefs. Therefore, providing appropriate conditions for the development of emotional self-efficacy and motivational beliefs and teaching self-regulated learning strategies can provide more opportunities for students to progress and learn.