Predicting academic achievement based on achievement motivation and self-regulated learning strategies of female high school students

Document Type : Research Paper

Authors

1 Master student of curriculum planning, Payame Noor University of Damghan

2 Assistant Professor, Department of Educational Sciences, Golestan Farhangian University

3 Master student of curriculum planning at Payame Noor University of Damghan

Abstract

Achieving progress and academic performance is one of the important issues that can be investigated at the micro and macro level of society. Because a person's progress in society depends on his success in academic performance. The present study was a correlational descriptive study that was conducted with the aim of investigating the predictability of academic progress based on motivation for progress and self-regulated learning strategies in female high school students. The statistical population included all female students of the second secondary level of Torbat Jam city in the academic year of 2010-2019. According to Morgan's table, the statistical sample consisted of 322 of these students who were selected by multi-stage cluster sampling method. In order to measure progress motivation from the Hermans Progress Motivation Questionnaire (1970), to measure self-regulated learning strategies from the DeGroth and Pintrich (1990) Motivational Strategies for Learning Questionnaire and to estimate academic progress from their GPA in the first semester of 1400- 1401 was used. The result of the multivariate regression analysis test showed that motivation to progress and self-regulated learning strategies can predict the academic progress of students (P≤0.01). Also, the result of Pearson's correlation test indicated that motivation to progress and self-regulated learning strategies (along with its components) have a direct statistical relationship with academic progress (P≤0.01). Therefore, it can be concluded that the academic progress of students can be improved with the correct interventions to strengthen the motivation to progress and self-regulated learning strategies.

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History

  • Receive Date: 09 February 2022
  • Revise Date: 22 February 2022
  • Accept Date: 03 March 2022

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