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Volume 9, Issue 4 (2017)
3 2017, 9(4): 205-210 |
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History
Received: 2017/02/4 | Accepted: 2017/07/19 | Published: 2017/11/11
Received: 2017/02/4 | Accepted: 2017/07/19 | Published: 2017/11/11
How to cite this article
Seadatee Shamir A, Sanee’I Hamzanlouyi R. Relationship between Intelligence Beliefs and Achievement Motivation with Self-regulated Learning in Students with Veteran Parents Injured More than 40%. 3 2017; 9 (4) :205-210
URL: http://ijwph.daneshafarand.org/article-3-85286-en.html
URL: http://ijwph.daneshafarand.org/article-3-85286-en.html
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1- Educational & Personality Psychology Department, Humanity & Social Sciences Faculty, Science & Research Branch, Islamic Azad University, Tehran, Iran
2- Educational Psychology Department, Psychology & Educational Sciences Faculty, Bojnord Branch, Islamic Azad University, Bojnord, Iran
2- Educational Psychology Department, Psychology & Educational Sciences Faculty, Bojnord Branch, Islamic Azad University, Bojnord, Iran
Abstract (6639 Views)
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%.
Instruments & 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.
Finding: 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%.
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