The present investigation aims at examining the relationships between the variables of epistemological and motivational beliefs (educational self-efficacy and achievement goals) with each other as well as their role in self-regulatory learning strategies (Cognitive and Meta Cognitive Strategies) of Payame Noor University students in a causal Model framework and through Path Analysis. in order to test the questions of the research, a sample of 600 students from Payame Noor University centers, using multiple cluster sampling and stratified sampling were randomly selected, and to a self-report questionnaire consisting scales of the epistemological beliefs (Schommer, 1993), achievement goals (Middleton & Midgley, 1997) and educational self-efficacy and self-regulatory learning strategies (Pintrich & De­Groot, 1990), were asked. Results indicated that the proposed causal model after revision enjoys a good fit index, and that the variables formed 29 and 35 percent of the total variance of cognitive and metacognitive strategies. In general, according to the results of this study, epistemological beliefs not only have a direct effect but also have an indirectly impact on students’ self-regulatory learning strategies through achievement goals and educational self-efficacy. Therefore, it is essential that these beliefs be enhanced through enriching the living and learning contexts.

The present study was conducted to determine effectiveness of teaching self-regulatory learning strategies on academic procrastination and self-compassion of student athletes participating in sport Olympiad. The research method was semi-experimental with pretest-posttest design with control group, in which among 388 student athletes participating in Golestan sport Olympiad, 185 participants were selected a study sample by random sampling. 45 participants with high academic procrastination and low self-compassion were selected among which 30 participants were included by simple random sampling and were divided into experimental and control groups. The experimental group received self-regulatory learning strategies training for 10 sessions weekly. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. Results showed a significant difference between the two study groups of experimental and control meaning that teaching self-regulatory learning strategies reduces level of academic procrastination and increases self-compassion of the student athletes participating in sport Olympiad.

The present investigation aims at examining the relationship among the Intelligence beliefs, educational self-efficacy, and achievement goals as well as their role in self-regulatory learning strategies (Cognitive and Meta Cognitive Strategies) of Payame Noor University students using a causal Model framework and through Path Analysis. In order to test the hypotheses, a sample of 600 students from Payame Noor University centers through multiple cluster sampling and stratified sampling were randomly selected, who answered a self-report questionnaire consisting of subscales of the intelligence beliefs (Abd-El-Fattah & Yates, 2006), achievement goals (Middleton & Midgley, 1997) and scale of educational self-efficacy and self-regulatory learning strategies taken from the Motivated Strategies for Learning questionnaire (Pintrich & De­Groot, 1990). The results indicated that the proposed causal model after revision enjoys a good fit index, and that the variables formed 34 and 30 percent of the total variance of cognitive and metacognitive strategies. In general, according to the results of this study, it was revealed that intelligence beliefs not only have a direct effect but also have an indirect impact on the students’ self-regulatory learning strategies through achievement goals and educational self-efficacy. The results indicated that students’ intelligence beliefs, especially incremental intelligence beliefs, through the mediation of achievement goals and educational self-efficacy, can be effective on the students’ self-regulatory learning strategies, and finally, on their performance. Therefore, it is essential that these beliefs be enhanced through enriching the living and learning contexts

The purpose of this study was done to explain the difference between dimensions of self-regulatory learning strategies in high-school students in different family types based on family process and content model. The research method was descriptive and post event. For this reason multistage cluster sampling was selected between second and third of 308 (186 female, 122 male) high-school students in Shiraz. The information was collected from self-report family process scale and self-report family content scale (children form) and motivated strategies for learning questionnaire were used that their validity and reliability has been confirmed. The obtained data were analyzed by ANOVA & MANOVA. The results showed that cognitive strategies have significant difference in healthy family and unhealthy family. Also results showed that there is difference in self- regulatory learning strategies among students in different family types. And is recommended to school psychologists and counselors that this issue should be considered in consultation with the student.

This synthesis research has aimed to identify the features of blended learning environments which support self-regulatory learning strategies in high school students. The statistical population was derived from five foreign databases, consisting of 128 articles from 2017 to 2020. The data obtained were integrated using Sandelowski & Barroso's meta-synthesis method (2005). STROBE Checklist was used to control the quality of the study, and 22 articles were identified and selected for the final analysis. As indicated by the results, first of all, the frameworks used in the studies describe blended learning environments from the point of view of motivational strategies and learning strategies, and based on such a description, a starting point is provided for future research in order to overcome designing problems regarding students' self-regulatory strategies in blended learning environments. Secondly, other studies and research will also benefit from this analytical approach for the description and support of self-regulatory learning in blended learning environments. The capability to describe blended learning environments in a systematic fashion opens doors for a series of practical interventions, this facilitating further studies in the self-regulatory field. This will help designers address learners' self-regulatory strategies with greater accuracy.

Aim and The present study tried to evaluate the relations between emotional intelligence, motivational beliefs and self-regulatory learning strategies among the students of Isfahan University of Medical Sciences (Isfahan, Iran). Methods and Materials: In a descriptive, correlational study during the academic year of 2010-11, 1300 undergraduate students of Isfahan University of Medical Sciences were selected by stratified random sampling. The measurement tools were Bar-On Emotional Quotient Inventory and Motivational Strategies for Learning Questionnaire. Data was analyzed by fitness indexes of structural equation modeling, correlation analysis, and chi-square test. Path coefficients of empathy and interpersonal relationship were not significant. Similarly, path coefficients of realism, responsibility, and exhilaration with motivational beliefs were not significant. All paths in the effects of motivational beliefs and self-regulatory learning strategies on academic performance were significant. The components of emotional intelligence, motivational beliefs and self-regulatory learning strategies were all significantly effective on academic performance. The findings of the present study can be beneficial to educational researchers and policy makers in designing interventions to promote emotional intelligence, academic performance, and motivational strategies.

The use of active and learner-oriented teaching methods can be effective in improving factors such as self-regulatory learning strategies and learning motivation components that are directly related to learners' learning performance. The aim of this study was to investigate the effect of flipped classroom teaching on the self-regulatory learning strategies and learning motivation components research methods among the staff of the research center and the Army self-sufficiency Jihad. Quasi-experimental research method with pre-test-post-test design with control was used, in which 30 staff members of the Army Research Center were selected by available sampling method, and randomly assigned to experimental and control groups (15 staff members in each group). The research instruments were Self-regulatory Strategies Questionnaire (MSLQ, 1991) and Learning Motivation (SMTLS, 2005). Data were analyzed in SPSS software using multivariate analysis of covariance. Findings showed that reverse classroom training increased self-regulated learning strategies, learning motivation and their components in the experimental group. In other words, there was a significant difference between the scores of self-regulated learning strategies, learning motivation and their components in the post-test of the experimental and control groups (P<0.001). According to these findings, it can be said that teachers can use the flipped classroom method to increase the motivation and enthusiasm of students and learners in the teaching-learning process.

Learning self-regulation involves a set of strategies that students use to regulate their cognition and increase their academic achievement accordingly. Anxiety، on the other hand، is a main cause of psychological disorder that affects students’ academic achievement. The present paper was conducted to study the influence of teaching self-regulatory learning strategies on students'' academic achievement and anxiety. In this quasi-experimental study، 173 freshmen of psychology were voluntarily given Beck Anxiety Inventory (BAI). 46 of whom who had anxiety scores above 8 were selected and divided into 2 simple randomized homogeneous experimental and control groups; 23 students in each. The experimental group received eight 100-minute sessions of self-regulatory learning instruction twice a week; the control group had no education at all. The instrument to assess students’ anxiety and academic achievement included BAI and students’ total average scores. The obtained data was fed into SPSS software (V: 17) and analyzed by means of statistical tests (i. e. independent and dependent t-tests، c 2، and covariance) at the significant level P<0. 05. Having applied self-regulatory learning strategies education، findings indicated that، the experimental groups’ mean anxiety score decreased from 18. 26 to 7. 83 which was statistically significant (P<0. 001); while that of the control group was not statistically significant after the intervention. If one takes the fact that students’ academic achievement has a direct relationship with their test anxiety into account، teaching self-regulatory strategies can be suggested for the improvement of students’ academic performance.

The purpose of this study was to investigate the effectiveness of self-regulation learning strategies training on the academic achievement motivation of students with learning disabilities in Birjand. The experimental design was a pre-test-post-test design with control group. The statistical population included all male students with learning disabilities in the 4th, 5th and 6th grade students of the city of Birjand in 1397-98 of them were randomly selected and divided into two groups. The experimental group received training on self-regulatory learning strategies for 8 sessions per hour. The instrument used in this study was the self-regulation learning strategies scale (MSLQ) developed by Pintrich and Diegrovert and the Hermann's Educational Achievement Motivation Questionnaire. The results showed that self-regulating learning strategies have a positive effect on the academic achievement and self-regulation motivation of students with learning disabilities and can use these strategies to increase self-regulation and motivation of academic achievement for students with learning disabilities.

This study aimed to identify the relationship between educational motivation and predictive self-regulatory strategies of the academic achievement in male senior high school students in Qarchak sub province. 300 participants selected from among 1400 male students of sub province in senior high school grade based on Morgan; then, cluster and random sampling methods. In this descriptive, correlational study, data collected through 28-item questionnaire of Educational Motivation and 44- item questionnaire of Self –regulatory Learning Strategies. To analyze the data, regression analysis were run. Findings reveal that there is a significant relationship between educational motivation, self-regulatory strategies and academic achievement; moreover, there is a significant relationship between components of internal motivation, external motivation, and reluctance and academic achievement.