The effect of metacognitive beliefs and self-regulation strategies on students' academic motivation

Abstract

Objective: The purpose of this study was to investigate the effect of meta-cognitive beliefs and self-regulation strategies on students' academic motivation. The statistical population of this study was all students of high school girls in the second district of Tehran in 1395. Methodology: Collected results and analyzed data are presented based on statistical inference and appropriate statistical techniques to confirm or reject the hypothesis. Results: The results of regression test showed that metacognitive beliefs and self-regulation strategies have an effect on academic motivation (p <.05). Also, the results of Pearson correlation test between the components of cognitive beliefs and academic achievement showed that there is a significant positive correlation between academic achievement with components of confidence in memory and positive beliefs about negative concern and with unruliness, cognitive self-awareness and the need for inhibition of thoughts. Conclusion: Also, the results of the test showed a correlation between the components of motivational strategies and academic achievement showed a significant positive correlation between academic achievement and motivational beliefs, cognitive strategies and meta-cognitive strategies. These results indicate that with increasing metacognitive beliefs and self-regulation strategies, academic achievement also increases.