Prediction of Academic Self-efficacy Based on Self-regulated Learning Strategies, Metacognition Strategies And Goal-Progress Orientation In Students

safarzadeh, sahar; Jayervand, Hamdollah

مجله رویش روا‌ن‌شناسی از دادن گواهی‌های کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.

year 8, Issue 11 (Winter 2020 2020) Rooyesh 2020, 8(11): 67-76 | Back to browse issues page

‎ 20.1001.1.2383353.1398.8.11.7.3

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safarzadeh S, Jayervand H. Prediction of Academic Self-efficacy Based on Self-regulated Learning Strategies, Metacognition Strategies And Goal-Progress Orientation In Students. Rooyesh 2020; 8 (11) :67-76
URL: http://frooyesh.ir/article-1-1598-en.html

Prediction of Academic Self-efficacy Based on Self-regulated Learning Strategies, Metacognition Strategies And Goal-Progress Orientation In Students

Sahar Safarzadeh

¹, Hamdollah Jayervand²

1- Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran. , safarzadeh1152@yahoo.com
2- Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz

Abstract: (2355 Views)

The purpose of this study was to determine the prediction of academic self-efficacy based on self-regulated learning strategies, metacognition strategies and goal-progress orientation in students of Islamic Azad University branch Ahvaz. This research is correlational. For this purpose, the community of students, 400 people (180 boys and 180 girls) was selected based on stratified random sampling. The tool for collecting data in this research is through autonomous learning strategies questionnaire Pentrej and De Grote (1990), metacognition of O’neill and Abedi (1997), the scale of the goal-progress orientation Megli et al. (2000) and Owen and Franman's academic self-efficacy questionnaire (1988). Pearson correlation and regression analysis Multiple was used, and the results showed between the components of the self-regulated learning strategies (Repeat and review, note writing, abstracts, organizing, Comprehension of material), metacognitive strategies (planning, effort and perseverance) and the components of the goal-progress orientation (goals of mastery, performance-approach objectives and performance-avoidance goals) There is a meaningful relationship with academic self-efficacy. Also, analyze data from the regression method showed that among the predictor variables in the order of objectives of mastery, performance-approach objectives, and performance-avoidance objectives the proper predictors for the variable of academic self-efficacy criterion in students.

Keywords: Self-regulated learning strategies, Metacognition, Goal-progress orientation, Academic self-efficacy, Student.

Full-Text [PDF 847 kb] (86 Downloads)

Type of Article: Research | Subject: General Psychology
Received: 2019/03/26 | Revised: 2020/05/10 | Accepted: 2019/05/13 | ePublished: 2020/01/30