Investigating the relationship between self-regulated learning strategies and motivational beliefs with the academic progress of the third secondary students of the 2nd district of Bandar Abbas city in the academic year of 1992-1991

Department of Psychology

Dissertation for Master's Degree in Educational Psychology

Abstract

The purpose of this research is to investigate the relationship between self-regulated learning strategies and motivational beliefs with the academic progress of high school students in District 2 of Bandar Abbas city. The statistical population of this research consists of all the third grade high school students of District 2 of Bandar Abbas city in the academic year of 1991-1992, whose number is 1106 (779 girls and 327 boys) (70.43% are girls and 29.56% are boys). The sample size of the research is 300 students (150 boys and 150 girls), out of a total of 150 female students, 50 in the field of mathematics, physics, 50 in the experimental field, and 50 in the field of humanities, and out of a total of 150 male students, 58 in the field of mathematics, physics, 58 in the experimental field, and 34 in the field of humanities are studying using a multi-stage random sampling method based on Morgan's table. have been selected This study was done by a descriptive method of correlation type. Data collection has been done through Pintridge and De Groot's Motivational Strategies in Learning Questionnaire (MSLQ) and academic progress has been adjusted through written GPA (Third Final) and multivariate regression test was used to analyze the data and test the research hypotheses. The results showed that self-regulated learning strategies with a coefficient of determination of p=0.06, according to the value of p=0.001, and motivational beliefs with a coefficient of determination of p=0.02, according to the value of p=0.003, have a significant effect on the academic progress of students.

Keywords: motivational strategies in learning - self-regulated learning strategies - motivational beliefs - academic progress

Introduction

One of the high-level human needs is the desire to know, understand, learn and learn. For many years, educational researchers and social psychologists have conducted many studies on the factors affecting the learning and academic progress of students. Educational progress is an issue that has been the focus of all countries in the world, and every year, a large amount of society's budget is spent on the education of children and adolescents (Azmi Rezaei Nasab, 2019).

What is important for education researchers is what factors have a fundamental impact on this important human motivation, namely learning. In the last two decades, education experts have paid more attention to the categories of cognition and motivation. Cognition includes many mental abilities and actions such as knowledge, understanding, recognition, and thinking, and motivation is related to issues such as emotion, attitude, and valuation. (Jaafari, 1388).

Based on new theories such as self-regulated learning, the components of cognition and motivation are considered as an interwoven and related set. The framework of this theory is based on how students organize their learning metacognitively, motivationally and behaviorally (Zimmerman[1] and Pons[2], 1990).

The current research also seeks to identify cognitive and motivational factors affecting academic progress.

1-2- Statement of the problem

Academic progress and factors affecting It has been the attention of education experts for many years, there are many factors that are related to academic progress, including self-regulation strategies and motivational beliefs. Each person's attitude about himself can provide the basis for his academic and social success and at the same time be affected by it. Also, there is interaction between attitude and learning, learning can affect attitudes and attitudes can affect learning (Azmi Rezaei Nasab, 2019).

For education researchers, it is important to know what factors have a fundamental effect on human motivation and attitude. Why do some students enthusiastically turn to school assignments and show hard work in doing the assigned assignments. However, some people's efforts are only to avoid failure. (Amini Zarar, 1387).

Over the past years, there has been a significant change in the study of motivation, which has led to a clearer understanding of the concept of motivation and reproducible findings related to education and training.

Cognition and emotion as the two basic components of learning have always been emphasized by educational psychologists and educators, and cognition includes many mental abilities and actions such as knowledge, understanding, recognition, thinking, judgment, and reasoning. Affection is mostly related to issues such as motivation, excitement, attitude, valuation, and the like.

According to new theories such as self-regulation learning, the components of cognition and motivation are considered to be intertwined and related to each other. The framework of these theories is based on how students organize their learning metacognitively, motivationally, and behaviorally (Zimmerman, Martins[3] and Pons, 1990).

Most motivational theoretical models of progress[4] consider people's beliefs as the major and main determinants of progress behavior. In fact, the assumption of all these theories is that people's expectations for success and their perception of their ability to perform various tasks play a major role in motivation and behavior. (Dweck Vulgate [5], 1988; Azami Rezaei Nasab, 2019).

Motivation has been defined as a simple expression of the direction and intensity of a person's effort, the direction of effort is the way in which a person intends to achieve certain situations, and the meaning of effort intensity is the amount of effort that a person exerts. Of course, this type of motivation can be seen in all human activities, but its interpretation depends on its special conditions (Slavin [6], 2005; Fatahi, 2010). In the case of science seekers, the motivation for academic progress is of particular importance. (Yousefi, Ghasemi, Firoznia, 2018). (Abadi, Parhehi, Sobaninjad, 2014). Batel [7] (Bahrami and Rezvan, 2015) believes that the motivation for academic progress is an all-round tendency to evaluate one's performance according to the highest standards, strive for success in performance, and enjoy the pleasure associated with success in performance. With this motivation, people pursue the necessary mobility to successfully finish a task, reach a goal or achieve a certain degree of competence in their work, so that they can finally achieve the necessary success in learning and academic progress. (Fattahi, 1389).

Therefore, it can be said that motivation is related to the reasons and causes of behavior. Motivational theories are often based on the assumption that no action or behavior is random and there is a reason for every behavior we do. Freud[8] believes that although there are reasons or motivations for behavior, we may not be aware of the cause and why of our behavior. Our level of arousal depends on our internal needs, the consequences and potential outcomes of that behavior, and our personal prediction of how likely our behavior will lead to the desired outcomes. (same source).

Motivation is not the only general and productive factor of behavior, but it plays an important role in learning. Motivation is considered a prerequisite for learning in students and its effect on teaching and learning is obvious (Pouraslami, Shirazi, 1380).

One of the variables related to the motivation of academic progress and academic performance is self-regulated learning. Self-regulation is an instrument that was proposed by Bandura [9] in the 1967s.                                                                                      

      Bandura (1986) defines self-regulation as "the ability to start and stop activities in accordance with requirements, social situations and education, and the ability to postpone doing things with a desired goal." One of the theorists who had a significant impact on the development of self-regulation theory was Zimmerman.

Zimmerman's opinion (Gardner [10], 2009) defines self-regulation as follows: Self-regulation refers to self-generated thoughts, feelings, and actions that are planned and used in cycles to achieve personal goals. Bandura (Pirhasinlou, 2012) believes that humans have a kind of system of their own [11] and have the power of self-regulation so that through this self-regulation you can have control over your thoughts, feelings and behaviors and play the role of determining your own destiny. Bandura assumes that self-regulation learning is the mutual cause between three influential environmental, behavioral and personal processes. Pintridge and Shank [12] (1990).

Learners Self-regulation considers learning to be a regular and controllable process and they take more responsibility for their personal development.