طب جانباز (Nov 2017)
Relationship between Intelligence Beliefs and Achievement Motivation with Self-regulated Learning in Students with Veteran Parents Injured More than 40%
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 studentschr('39') 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 Hermanchr('39')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%.
