Prediction of regulation of learning based on academic self-efficacy & study interest with mediation of information processing strategies

The purpose of this study was to investigate the role of motivational constructs(academic self-efficacy & study interest) and information processing strategies in regulation of learning (self-regulated learning and external regulation). The data were obtained from eleventh-grade students (138 female and 126 male) in Noor city. The sample was selected based on a multistage cluster random sampling. Our questionnaires in this study consisted of regulation of learning subscale from Inventory of Learning Styles (Vermunt, 1998), Academic Self-Efficacy Scale (Mccllory & Bunting, 2002), Study Interest Questionnaire (Schefele’s et al, 1993) and learning strategies from Motivated Strategies for Learning Questionnaire (Pintrich & Degroot, 1994). The structural equations model has been used for data analysis. The results indicated that academic self-efficacy and study interest have significant effects on the deep and surface information processing strategies and information processing strategies have significant effects on regulation of learning. In result academic self-efficacy and study interest predict significantly regulation learning by mediating of effects on the information processing strategies.