Mediating Role of Self-regulated Learning Strategies for Spiritual Intelligence and Academic Achievement

Abstract

Introduction: Attention to effective factors for educational advancement is one of the most important goals in planning educational systems. This study attempted to evaluate the Self-regulated Learning Strategies and Spiritual Intelligence in academic achievement among the students of Tehran University of Medical Sciences Methods: In a descriptive, correlational study during the academic years of 2013-2014, 198 dental students of Tehran University of Medical Sciences were selected by random sampling method. Sample size was 214 people were selected randomly using Cochran formula. The measurement tools were Standard Questionnaire included King's Spiritual Intelligence Questionnaire and motivated strategies for learning. Data analysis was done using SPSS and at two descriptive and inferential levels. Results: The results showed that the direct effect of spiritual intelligence variable on academic achievement was not significant, but indirect effects of Spiritual Intelligence with the role of mediator of Self-regulated Learning Strategies on the academic achievement were positive and significant. Sobel's Mediation Test showed the indirect significant effects of Critical Existential Thinking (2.09), Transcendental Awareness (2.18), Conscious State Expansion (2.30) variables on academic achievement through the mediating variable of self-regulation learning strategies. Data were analyzed both descriptively and inferentially through and Structural equation modeling was used at the inferential level Conclusion: In order to enhance students' academic achievement, attention should be paid to self-regulated Learning Strategies and spiritual intelligence.

Keywords

• self-regulated learning strategies
• spiritual intelligence
• academic achievement
• university students.