Abstract
Background: Achievement motivation is one of the critical variables that predict educational achievement and success in the future. Therefore, the identification of effective factors upon achievement motivation may be one of the basic subjects in education. The present study aimed to evaluate the structural model of educational self-regulation based on learning strategies by the mediator of achievement motivation among students. Methods: The present study was correlation research with structural equation modeling (SEM). The statistical universe of this study consisted of all boy and girl students at secondary high schools in 2017-2018. The multistep random cluster sampling selected 375 (215 girls and 160 boys). Data gathered by the Bouffard educational self-regulation questionnaire, learning strategies questionnaire, attributional style questionnaire, and Herman’s achievement motivation questionnaire. Data analysis gathered by path analysis and structural equations with Lisrel 8.80 software. Results: The research results indicated the direct effects of learning strategies and attributional styles upon achievement motivation (P<0.05). Also, model fitting indicated indirect effects of learning strategies and attributional styles by achievement motivation upon students learning self-regulation (P<0.01). Conclusion: Research results indicate that self-regulation learning strategies are educational. The teaching of these strategies is effective in increasing internal attribution style for positive events and decreasing this style for adverse events among students.
Highlights
Achievement motivation is one of the critical variables that predict educational achievement and success in the future
Such research has not executed in Iran; achievement motivation mediator role as a process variable in the relationship with cognitive and metacognitive factors has been important for previous researchers
The results showed that learning strategies affect upon achievement motivation directly
Summary
Achievement motivation is one of the critical variables that predict educational achievement and success in the future. Self-regulation is an organized activity that helps the person to have some goals for learning and, in turn, control behaviors.[20] Bembenutty indicated that learners with high self-regulation learning tend to postpone their needs satisfaction They have internal interest in lessons and are more active to complete lessons tasks.[21] Some studies show that successful students have the high internal motivation and act well.[20,22] According to studies results, a self-regulation learning strategy teaching improves self-efficacy and motivation.[23] Learning strategies are fundamental in student’s motivation. The basic aim of the present study was to test causal model for relations between educational carelessness and identification of direct and indirect effects upon learning strategies (cognitive and metacognitive) and attributional styles with achievement motivation mediator among students.
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