The present research aims at investigated psychometric properties of the Adolescent Self Regulatory Inventory (ASRI) among a sample of Iranian female students. The ASRI is a theoretically-based questionnaire that taps two temporal aspect of self-regulation (regulation i More
The present research aims at investigated psychometric properties of the Adolescent Self Regulatory Inventory (ASRI) among a sample of Iranian female students. The ASRI is a theoretically-based questionnaire that taps two temporal aspect of self-regulation (regulation in the short and long term). The subjects consisted of all female students of secondary school who studies in schools of Shahin-Shahr (city in
Isfahan Province) during the school year 2014-2015. In this regard, 336 students of Shahin-Shahr secondary schools were selected using random cluster sampling method and were asked to completed self-report questionnaire focused on intentional self-regulation (Adolescent Self-Regulatory Inventory and Model of Selection, Optimization, and Compensation (SOC) ) and psychological adjustment (Adjustment Inventory for High School Students). Confirmatory factor analysis demonstrated that internal consistency of the long-term and short-term factors was satisfactory. Requirements for concurrent and construct validity were met. Cronbach's alpha coefficient for short-term and long-term self-regularly subscales were 0/81 (ST) and 0/80 (LT). Finally, the results suggested that ASRI was two-factor, reliable tool for assessing and evaluating dimensions of intentional self-regulation in adolescence.
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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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The aim of this study was to investigate the mediating role of academic self-regulation in the relationship between academic hope and components of approaches to learning. Participants were 348 high school students (223 girls and 125 boys) which were selected using the More
The aim of this study was to investigate the mediating role of academic self-regulation in the relationship between academic hope and components of approaches to learning. Participants were 348 high school students (223 girls and 125 boys) which were selected using the random cluster sampling method during 2014-2015 academic years. In order to investigate the variables of research, Self-Regulation Questionnaire (Bouffard et al., 1995), Academic Hope and Learning Approach (Elliot et al., 1999) scale were used. For analyzing the research model, structural equation model and Amos 22 software were used. Results showed that academic hope predicted approach to learning directly and also indirectly through academic self- regulation. In sum, the results of this study indicate the importance and role of academic hope in increasing academic self-regulation and adaptive approaches. Due to the adaptive role of academic hope, educators need to pay special attention to teach these capabilities to students. Also, an increase in the negative attitude toward education and a decrease in the positive expectation of education society today will also increase the need for education and training of capabilities such as hope.
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This study was conducted to investigate the relationship between self-regulation and academic resiliency with respected to mediating role of autonomous motivation. The target population of the study comprised Tehran universities under graduate students in the academic More
This study was conducted to investigate the relationship between self-regulation and academic resiliency with respected to mediating role of autonomous motivation. The target population of the study comprised Tehran universities under graduate students in the academic year of 1397-1398. The sample consisted of 360 students who were selected by random cluster sampling method. The instruments used in this study were: Academic motivation scale (Vallerand & colleagues, 1989), self-regulation scale (Bufard, 1995) and academic resiliency questionnaire (Martin, 2003). The research method applied to this study was casual modeling. The results revealed that self-regulation had direct effect to predict academic resiliency. Furthermore, autonomous motivation mediated the relationship of self-regulation with academic resiliency.
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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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This study was conducted to investigate the relationship between self-regulation and academic resiliency with respected to mediating role of autonomous motivation. The target population of the study comprised Tehran universities under graduate students in the academic y More
This study was conducted to investigate the relationship between self-regulation and academic resiliency with respected to mediating role of autonomous motivation. The target population of the study comprised Tehran universities under graduate students in the academic year of 1397-1398. The sample consisted of 360 students who were selected by random cluster sampling method. The instruments used in this study were: Academic motivation scale (Vallerand و colleagues, 1989), self-regulation scale (Bufard, 1995) and academic resiliency questionnaire (Martin, 2003). The research method applied to this study was casual modeling. The results revealed that self-regulation had direct effect to predict academic resiliency. Meaning that increase of self-regulation promotes resilience. In addition relationship of academic autonomous motivation is direct and negative which is the result of external motivation. This shows that non-autonomous motivation decreases academic resilience. Furthermore, autonomous motivation mediated the relationship of self-regulation with academic resiliency.
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