The structural relationship between academic performance and academic motivation with self-directed learning (In order to provide a suitable model)

Abstract

The purpose of this study was to investigate the relationship between academic performance and academic motivation with self-directed learning in order to present an appropriate model. The research method was descriptive-correlational and the statistical population consisted of high school students in public schools of Sirjan city in the academic year of 2015-2016. 90 of them were selected by multistage cluster random sampling. Ninety high school students from the public schools of Sirjan, who were studying in the academic year of 2015-2016, were selected using multistage cluster random sampling. Data were collected using Fam and Taylor (1999) Academic Performance Scale, Valerand et al. (1992) Academic Motivation Scale, and Fisher et al. (2001) Self-directed Learning Questionnaire. Data were analyzed using structural equation modeling and LISREL software. The results showed that the root mean square approximation index (RMSEA) is 0.016 and the model has good fit. Also the power of the relationship between academic performance with self-directed learning was 0.78 and the power of the relationship between academic motivation with self-directed learning was 0.59 (p <0.05) which indicates a good correlation. Therefore, improving academic performance and academic motivation in schools have an impact on self-directed learning.

Keywords

• academic performance
• academic motivation
• self-directed learning