@2024 Afarand., IRAN
ISSN: 2008-2630 Iranian Journal of War & Public Health 2017;9(4):205-210
ISSN: 2008-2630 Iranian Journal of War & Public Health 2017;9(4):205-210
Relationship between Intelligence Beliefs and Achievement Motivation with Self-regulated Learning in Students with Veteran Parents Injured More than 40%
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
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: 775/14515Phone: +98 (21) 46049687
Fax: +98 (21) 46049687
seadatee@gmail.com
Article History
Received: February 4, 2017Accepted: July 19, 2017
ePublished: November 6, 2017
ABSTRACT
Aims
Students with veteran parents are encountered with issues that are differed from those for normal students. The use of self-regulated learning strategies affects students' performance. The present study was aimed to investigate the relationship between intelligence beliefs and achievement motivation with self-regulated learning of students with veteran parents injured more than 40%.
Instrument & Methods In this descriptive-correlational study, 230 students with veteran parents injured more than 40% were selected from secondary high-schools of Bojnord city in academic year of 2014-15. A multistage-cluster sampling method was employed to select the students. This research was done utilizing three instruments including: self-regulated learning questionnaire, intelligence beliefs scale and Herman's achievement motivation scale. The data were analyzed by SPSS 23 software using Pearson correlation coefficient, multivariate and stepwise regression analyses.
Findings There were significant positive correlations between intelligence beliefs and achievement motivation with self-regulated learning (p<0.05). Based on the results, 24% of variance in self-regulated learning was explained by intelligence beliefs. The other sub-variables including intrinsic, incremental, educational, contextual factors and achievement motivation added 2%, 2%, 1%, 2% and 10% to the variance, respectively. Collectively, these six models explained 41% of the variance of self-regulated learning (p<0.01).
Conclusion Intelligence beliefs and achievement motivation predict self-regulation learning in students with veteran parents injured more than 40%.
Instrument & Methods In this descriptive-correlational study, 230 students with veteran parents injured more than 40% were selected from secondary high-schools of Bojnord city in academic year of 2014-15. A multistage-cluster sampling method was employed to select the students. This research was done utilizing three instruments including: self-regulated learning questionnaire, intelligence beliefs scale and Herman's achievement motivation scale. The data were analyzed by SPSS 23 software using Pearson correlation coefficient, multivariate and stepwise regression analyses.
Findings There were significant positive correlations between intelligence beliefs and achievement motivation with self-regulated learning (p<0.05). Based on the results, 24% of variance in self-regulated learning was explained by intelligence beliefs. The other sub-variables including intrinsic, incremental, educational, contextual factors and achievement motivation added 2%, 2%, 1%, 2% and 10% to the variance, respectively. Collectively, these six models explained 41% of the variance of self-regulated learning (p<0.01).
Conclusion Intelligence beliefs and achievement motivation predict self-regulation learning in students with veteran parents injured more than 40%.
Keywords:
Intelligence Belief ,
Achievement Motivation ,
Self-Regulation Learning,
Student with 40% Veteran Parents ,
CITATION LINKS
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[27]Singh K. Study of achievement motivation in relation to academic achievement of students. Inter J Educ Plann Prospective Valid. 2011;1(2).161-71.
[28]Zhang LF. Further investigating thinking styles and psychosocial development in the Chinese higher education context. Learn Individ Differen. 2010;20(6):593-603.
[29]Zimmerman BJ. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. Am Educ Res J. 2010;45(1):166-83.
[2]Amani F, Amani A, Mohamadpour H. Comparison of motivational beliefs, self-regulation strategies and personality factors and their predictive role on the academic performance of gifted and normal students. J Women Family Stud. 2012;4(1):43-62. [Persian]
[3]Hasani Zangbar T, Livarjani Sh. Investigating the effect of self- regulated learning strategies training on female first-grade high school students’ math learning and anxiety in Bostan Abad in the academic year 2015-2016. J Instr Eval. 2017;10(3):69-93. [Persian]
[4]Shokry O, Kadivar P, valiollah F, Sanghari AA, Zain Abadi H, Ghanai z, et al. The role of personality factors, learning approaches and thinking styles on academic achievement of students. J Psychol. 2007;11(4);447-70. [Persian]
[5]Hajiyakhchali A, Morovvati Z, Fathi F. The relationship between personality characteristics, intelligence beliefs and academic achievement goals and self-efficacy. J Per Individ Difference.2014;3(4):75-92. [Persian]
[6]Zabihi Hesari N, Ghulam Ali Lavassani M. The relationship between intelligence beliefs and goals of progress with self-efficacy in the students of the Payame Noor University. J Res Learn Virtual Sch. 2004;1(4):9-17. [Persian]
[7]Samadi M. Survey students self-monitoring and parents learning: The study of gender and academic performance. J Psychol Educ. 2004;34(1):157-75. [Persian]
[8]Yousefy A, Ghassemi Gh, Firouznia S. Motivation and academic achievement in medical students. J Educ Health Promot. 2012;1:423-33.
[9]Mohamadameenee Z. The relation between self regulated learning strategies, motivational beliefs, and students academic achievement. Q J New Thoughts Educ. 2008;4(4):123-36. [Persian]
[10] Zahed A, Rajabi S, Omidi M. A comparison of social, emotional and educational adjustment and self-regulated learning in students with and without learning disabilities. J Learn Disabil. 2012;1(2):43-62. [Persian]
[11]Samadi M. The effect of educational and self-regulatory methods on academic achievement. 2007;9(1):40-8. [Persian]
[12]Vayskarami H, Sabziyan S, Pirjavid F, Gravand H. The relationship between perception of parenting styles and self-regulatory learning strategies of students at Ferdowsi University of Mashhad. J Res Virtual Learn. 2014;2(5):81-98. [Persian]
[13]Jahromy Gh. The relationship between intelligence beliefs, achievement goals and cognitive engagement among high school students. J Educ Psychol. 2011;2(1):11-29. [Persian]
[14]Kareshki, H. The role of dimensions of perfectionism and goal orientations in self-regulation prediction of Shiraz University students. J Knowl Res Appli Psychol. 2013;14(2):100-8. [Persian]
[15]Mahdian H, Ahadi H, Ahghari Gh. Standardize training persuasion questionnaire and its relationship with unbelievable intelligence and academic performance of middle scholar’s city of Kashmar. J Educ Meas. 2013;1(2):23-36.
[16]Abouserie R. Self-esteem and achievement motivation as determinants of students' approaches to studying. J Stud High Educ. 1995;20(1):19-26. [Persian]
[17]Yasaminejad P, Taheri M, golmohammadian M, Ahadi H. The relationship between self-regulation and achievement motivation and academic achievement of high school female students in Tehran. J Teach Learn.2013;20(3):325-38. [Persian]
[18]Berger JL, Karabenick SA. Motivation and student’s use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learn Instruc. 2011;21(3):416-28.
[19]Bidjerano T. Yun Dai D. The relationship between the big five model of personality and self-regulated learning strategies. Learn Individ Differences. 2007;17(1):69-81.
[20]Boekaerts M, Zeidner M, Pintrich PR. Handbook of self- regulation. San Diego: Academic Press; 1999. pp. 416-28.
[21]Bouchard B, Parent S, Lavirée S. Self- regulation on a concept information’s task among average and gifted student. Excremental Child Psychol. 1993;56(1):115-34.
[22]Schunk D H, Zimmerman B J. Self-regulated learning: From teaching to self-reflective practice. New York: The Guilford Press; 1998.
[23]Deci E L, Ryan R M. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychol Inq. 2000;11(4):227-68.
[24]Dembo M h. Applying educational psychology. 5th edition. New York: Longman Publication Group; 1994.
[25]Walton GM1, Spencer SJ. Latent ability: grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students. Psychol Sci. 2009;20(9):1132-9.
[26]Hadwin AF. Self-regulated learning. In: Good TL, editor. 21st Cntury eucation: A reference handbook. Thousand Oaks, CA: Sage Publications; 2008. pp. 175-83.
[27]Singh K. Study of achievement motivation in relation to academic achievement of students. Inter J Educ Plann Prospective Valid. 2011;1(2).161-71.
[28]Zhang LF. Further investigating thinking styles and psychosocial development in the Chinese higher education context. Learn Individ Differen. 2010;20(6):593-603.
[29]Zimmerman BJ. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. Am Educ Res J. 2010;45(1):166-83.