The Relationship between Self-Regulated Learning Components and Achievement Motivation in Students of Islamic Azad University, Tehran Medical Sciences Branch

It is nearly a century that psychologists strive to identify the predictors of academic achievement.

The present study aimed at investigating the relationship between self-regulated learning, achievement motivation, and academic achievement, and obtaining results to create appropriate strategies to increase motivation and improve learning in students to help them with academic achievement and empowerment.

The present cross-sectional study was conducted in the academic year of 2016-2017. A total of 190 students of Islamic Azad University, Tehran Medical Branch, were selected by the convenience sampling method and completed the motivated strategies for learning (MSLQ) and achievement motivation questionnaires. Data were analyzed using the Pearson correlation coefficient in SPSS.

There was a significant relationship between achievement motivation and the components of self-efficacy, intrinsic goal orientation, help-seeking, and time management (P <0.001). Students getting higher scores on MSLQ also got higher scores on self-efficacy, time management, and intrinsic goal orientation (P <0.001).

According to the study results, to empower medical students in academic achievement, their self-efficacy, time management skills, and goal orientation should be improved.