The relationship between academic self-efficacy and academic motivation with self-regulated learning and the quality of learning of secondary school students in Darab city
Subject Areas : Education
1 - دانشگاه آزاد اسلامی، بوشهر، ایران
Keywords: academic self-efficacy, academic motivation, self-regulated learning, learning quality,
Abstract :
Introduction: The purpose of this research was to investigate the relationship between academic self-efficacy and academic motivation with self-regulated learning and the quality of learning of secondary school students in Darab city. research methodology: : The method of the present research was applied in terms of purpose and correlational in terms of descriptive method. The statistical population includes the secondhigh school students of Darab city, whose number is 1495, and 300 people were selected as a sample using the multi-stage cluster sampling method and according to Morgan's table. The data collection tools included Rahmani's learning quality questionnaire (2009), Jink and Morgan's academic self-efficacy questionnaire (1999), Harter's academic motivation questionnaire (1981), and Pentrich and Groot's self-regulation questionnaire (1990), and data analysis was performed using coefficient statistical tests. Pearson's correlation and univariate regression were performed simultaneously. Findings: The results showed that there is a direct and significant relationship between self-regulated learning and academic self-efficacy and academic motivation, and there is also a direct and significant relationship between the quality of learning and academic self-efficacy and academic motivation. Also, the results showed that self-regulated learning is positively predicted based on academic self-efficacy and academic motivation of students, and learning quality is positively predicted based on academic self-efficacy and academic motivation of students. Conclusion: The results showed that there is a direct and significant relationship between self-regulated learning and academic self-efficacy and academic motivation, and there is also a direct and significant relationship between the quality of learning and academic self-efficacy and academic motivation. Also, the results showed that self-regulated learning is positively predicted based on academic self-efficacy and academic motivation of students, and learning quality is positively predicted based on academic self-efficacy and academic motivation of students.
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