ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Seadatee Shamir   A. (*)
Sanee’I Hamzanlouyi   R. (1)






(*) Educational & Personality Psychology Department, Humanity & Social Sciences Faculty, Science & Research Branch, Islamic Azad University, Tehran, Iran
(1) 1Educational Psychology Department, Psychology & Educational Sciences Faculty, Bojnord Branch, Islamic Azad University, Bojnord, Iran

Correspondence

Address: Islamic Azad University, Science & Research Branch, Hesarek Boulevard, Daneshgah Square, The end of Sattary Highway, Tehran, Iran. Post Box: 775/14515
Phone: +98 (21) 46049687
Fax: +98 (21) 46049687
seadatee@gmail.com

Article History

Received:  February  4, 2017
Accepted:  July 19, 2017
ePublished:  November 6, 2017

BRIEF TEXT


… [1]. Many schoolchildren are the children of the veterans that in some cases face issues that differentiate them from ordinary students. However, one of the ways to improve learners' performance is to use self-regulation strategies in educational environments.

… [2-8]. Research findings have shown that self-regulation plays an important role in all types of learning especially among students with veteran parents and using these strategies play an effective role in the student's achievement motivation [9, 10]. In one of the previous studies it was shown that self-regulation learning strategies had an impact on both learner's satisfaction and their academic performance. Learners in the learning-centered environment had more self-regulating learning strategies than those in teacher-centered environments [11]. … [12-14]. Another factor influences the behavior of students with veteran parents is the achievement motivation.… [15-18]. Achievement motivation in students with veteran parents causes learning, movement, and effort of the students [19]. Research evidence in recent decades suggests that self-regulating learning, in addition to knowing their learning strategies and applying their effectiveness, are capable of maintaining or enhancing their motivation to deliver academic tasks, even in situations where they face with complex, difficult, or even boring assignments [20]. … [21, 22]. Individual beliefs are one of the strong predictors of student development in different aspects of education. Also, learning self-regulation strategies is also a reflection of long-term goals of academic life, which is due to beliefs and the achievement motivation in individuals [1, 2, 23].

Accordingly, the purpose of this study was to investigate the relationship between intelligence beliefs and achievement motivation with self-regulation learning in students with parents with more than 40% injury.

This study is descriptive-correlational one.

This study was conducted in the school year 2014-2015 among third year students of the third grade of senior high school in Bojnourd City, who had veteran parents with more than 40% injury. The total number of these students was 560.

Using the Krejcie and Morgan table, a sample size of 230 people was obtained. Sampling was done using multi-stage cluster method. At first, the list of senior high schools of Bojnourd was obtained from Bojnourd Education Department. Out of 24 high schools, 9 high schools were randomly selected and a class was randomly selected among third year students. The total number of subjects was 255. Then, the questionnaire was distributed to all students with parents with injury over 40%. 25 questionnaires were excluded from the research because they were incomplete, and the remaining 230 questionnaires that were consistent with the research goals were analyzed.

All participants were assured that their information was completely confidential and the participation in the research did not have any harm to them. The tools used in the study included a self-regulatory learning questionnaire [1, 6, 24, 25], intelligence beliefs evaluation questionnaire [11, 15, 16] and the Hermann’s achievement motivation scale [22, 23]. The SPSS 23 software was used to analyze the data. Normal distribution of data was investigated using Kolmogorov-Smirnov test. The linearity of the variables was also measured using two variables of tolerance coefficient, and variance inflation factor. Correlation between the variables and the research sub-variables was investigated using Pearson correlation coefficient. Initially, multivariable regression analysis was used to predict self-regulation learning based on intelligence beliefs and achievement motivation, and then step-by-step regression analysis was used to predict self-regulation learning based on the dimensions of intelligence beliefs and achievement motivation.

The highest and lowest mean scores among the components of IQ were obtained for intrinsic factor and contextual factor. Also, the highest and lowest mean of self-regulatory learning components were related to metacognitive strategies and cognitive strategies (Table 1). There was a significant positive correlation between all the variables in the research (Table 2). In multiple regression analysis, intelligence beliefs, and motivation for achievement predicted 22% and 26% of the variance of self-regulation learning. In step-by-step regression analysis, 24% of observed variance in self-regulation learning was justified through intelligence beliefs. Intrinsic factor, incremental factor, educational factor, contextual factor, and motivation for achievement added 2%, 2%, 1%, 2%, and 10% to the previous variance. In this way, these six models explained 41% of the variance of self-regulation learning. Therefore, self-regulation learning was predicted based on intelligence beliefs and motivation for achievement (p<0.01). Based on this, the change in intelligence beliefs as much as one unit, increased as much as 0.32 of self-regulatory learning. In addition, an increase in one unit in the intrinsic factor, incremental factor, educational factor, contextual factor, and motivation for achievement were 0.24, 0.13, 0.24, 0.15 and 0.31 in self-regulatory learning respectively.

The findings of the present study are consistent with the results of studies conducted in Iran [7, 11, 12] and with the studies of foreign researchers [21-29]. The results of a previous study have shown that the self-regulation plays an important role in all types of learning, and the use of these strategies has an effective contribution to the students` motivation for progress [28]. In another study, self-regulation learning strategies had an impact on learner satisfaction both in terms of education and their academic performance, and learners of learner-centered learning environments had more self-regulating strategies than those with teacher-centered environments [29]. These findings are consistent with the results of this study. In a research that investigated the effect of motivational beliefs on metacognitive self-regulation of students, it was found that motivational beliefs are important factors in self-regulation [26]. In a study aimed at predicting academic achievement based on intelligence beliefs and motivation for achievement, it was shown that students with incremental intelligence beliefs, functional purposes, and students with intrinsic intelligence beliefs choose functional goals [21]. Another research has also shown that incremental intelligence beliefs, through the mediation of the goals of mastery, have indirect and positive effects, and intrinsic intelligence beliefs have indirect and negative effects [27]. The results of these two studies are consistent with the present study.

It is suggested that a researcher-made questionnaire be prepared and be normalized by statistics methods and delphi method. In order to assure the findings and the multidimensional beliefs of intelligence beliefs and motivation for achievement, interviewing, observation and qualitative and mixed methods, and longitudinal study methods be used instead of cross-sectional method.

One of the most important limitations of the present study was the use of pencil and paper and self-reported questionnaires that could not be completely clear on all aspects of the research variables. Another limitation was the lack of internal research tool; although the tools were standardized, the main basis of the questionnaire was based on the non-native target community, and the rest of the research was limited to using the questionnaire and the lack of other efficient methods such as observation and interviewing that contribute to the richness and accuracy of the results.

Intelligence beliefs and motivation for achievement predict self-regulation learning in students with veteran parents injured more than 40%.

All students with veteran parents injured more than 40% who had collaboration with researchers in this study are appreciated.

Non-declared

All the participants were assured that their information was completely confidential and the participation in the research would not have any harm to them.

The financial source of this study was provided by the authors.

TABLES and CHARTS

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