The Relationship between Self-Regulated Learning, Academic Self-Concept and the Academic Achievement Motivation of Students in the Second Grade of High School

Abstract

Background: The purpose of this study was to investigate the relationship between self-regulated learning, academic self-concept and academic achievement motivation of students in the second grade of high schools of Khorramabad. Materials and Methods: This was a descriptive-correlational study in which all the second-grade high school students in Khorramabad city in Iran who numbered 382 (201 boys, 182 girls) were selected as case study subjects. Data collection tools were Pintrich & De Groot Self-regulated learning strategy questionnaire and Karal Rodgers academic self-concept questionnaire. Pearson correlation and multivariate regression analysis were used for data analysis. Results: The Pearson correlation coefficient test showed that there was a positive and significant relationship between self-concept and intrinsic motivation as well as between self-concept and extrinsic motivation of academic achievement (p <0.05). But, the relationship between self-concept and lack of motivation for academic achievement was inversely significant. The relationships between self-regulated learning and intrinsic motivation and the relationship between self-regulated learning and extrinsic motivation of academic achievement among secondary school students were also positively significant ( p <0.05). There was a negative and inverse significant relationship between self-regulated learning and lack of academic motivation. The results of regression analysis also showed that self-concept and self-regulated learning variables were suitable predictors for academic achievement motivation. Conclusion: According to the results of the research, in the educational system, the academic self-concept and self-regulated learning can be improved by counseling and clinical psychology programs in schools in order to develop academic achievement of students.