Introduction: Hope as a perspective in positive psychology has attracted the attention of education specialist in the recent years. The aim of this study was to investigate the mediating role of academic self-regulation in the relation of academic hope and components of More
Introduction: Hope as a perspective in positive psychology has attracted the attention of education specialist in the recent years. The aim of this study was to investigate the mediating role of academic self-regulation in the relation of academic hope and components of approaches to learning. Method: Participants were 348 (223 girls and 125 boys) high school students which were selected using the random cluster sampling method. In order to investigate the variables of research self- regulation questionnaire, academic hope and learning approach scale were used. For analyzing the research model, structural equation model and Amos 22 software was used. Results: Results showed that academic hope predicted approach to learning directly and also indirectly through academic self- regulation. Conclusion: Conclusively, results of this study showed the importance of academic hope and self-regulation in the approaches to learning.
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Aim of the current study was to investigate the mediating role of help seeking in the relationship among self- regulation, motivation beliefs and procrastination. To fullfill the stated goal, 300male and female of students of the firs year of high school (seventh,eigh More
Aim of the current study was to investigate the mediating role of help seeking in the relationship among self- regulation, motivation beliefs and procrastination. To fullfill the stated goal, 300male and female of students of the firs year of high school (seventh,eighth,ninth) in Tehran using multistage cluster sampling method were selected For assessing the research variables, the participants completed the Bufard (1995)academic self-regulation scaIl, Rian Pentrich helpseeking (1997) and Takman procrastination questionnaires (1998)&motivational strategies MSLQ(1990). The present research method was used in descriptive-correlational designs of path analysis. Findings showed that motivational belifes have a significant positive effect on help-seeking and self-regulation and seeking help on self-regulation have a significant positive effect and procrastination has a significant negative effect on self-regulation and help-seeking and motivational beliefs. Based on these findings, it can be concluded that procrastination and motivational beliefs can transform self-regulation in students through help-seeking.Therefore,this research can be examined at the family level to be able to understand the factors affecting self-regulation within the family.
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The purpose of present study was identifying the relations between motivational strategies and metacognitive self- regulation with peer-assisted learning among high school students Amol. The statistical population was the 2950 persons of Amol high schools' students in s More
The purpose of present study was identifying the relations between motivational strategies and metacognitive self- regulation with peer-assisted learning among high school students Amol. The statistical population was the 2950 persons of Amol high schools' students in second ant thirst grade mathematics discourse. Among them selected 333 students as sample according to Cochran formula and multi cluster sampling. The research instrument was the part of Pintrich and et al. questionnaire containing motivational strategies, learning strategies and peer-assisted learning dimension. Data were analyzed with SPSS21and LISREL8.8. revealed that there is relation between the Motivational strategies subscales with peer-assisted learning statistically significance. there is relation between the metacognitive self- regulation subscales with peer-assisted learning statistically significance. A regression analysis revealed that share of value task, internal aim orientation, self- regulation and learning control belif in predicting peer-assisted learning students meaningful. But share of other variables were not significant in predicting peer-assisted learning. The results of path analysis showed that: Learning control belief, internal aim orientation and value task through variable of self- regulation has an indirect effect on peer-assisted learning, but self- regulation has a direct effect on peer-assisted learning students.
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The purpose of this study was to investigate the relationship between family communication patterns and academic vitality: the mediating role of self-regulated learning strategies. The research method was correlation and structural equations. Participants in this study More
The purpose of this study was to investigate the relationship between family communication patterns and academic vitality: the mediating role of self-regulated learning strategies. The research method was correlation and structural equations. Participants in this study were 240 ninth grade male students in Behbahan, who were selected by multi-stage (relative) random sampling. The instruments used in this study were a revised version of the Fitzpatrick and Ritchie family communication patterns, the Martin and Marsh Vital Life Questionnaire, and the Pintrich and De Groot self-regulatory, cognitive, and metacognitive learning strategies scale. Confirmatory factor analysis and Cronbach's alpha coefficient were used to evaluate the validity and reliability of these instruments. The evaluation of the proposed model was performed using the structural equation method. Bootstrap method was used to test indirect relationships. The results showed that the direction of dialogue has a direct positive and significant relationship with academic vitality and self-regulated learning strategies. Also, the orientation of dialogue with academic vitality through self-regulated learning strategies has a significant indirect relationship. But compliance orientation was not directly related to academic vitality and self-regulated learning strategies and this relationship was indirectly insignificant with the mediation of self-regulated learning strategies (cognitive and metacognitive) with academic vitality. Finally, self-regulated learning strategies have a significant relationship with academic vitality. Better fit of the model was achieved by eliminating non-significant paths of compliance orientation to academic vitality and compliance orientation to self-regulated learning strategies (cognitive and metacognitive).
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