Environmental perceptions, motivational beliefs and self-regulating learning by Iranian high school students

To examine the correlations among environmental perceptions, motivational beliefs, and self-regulating learning of Tehran high school third-year boys, a causal model was used and 685 students were selected by multistage cluster-sampling method. The motivated Strategies for Learning Questionnaire (Pi...

Full description

Saved in:
Bibliographic Details
Published in:Procedia, social and behavioral sciences social and behavioral sciences, 2010, Vol.5, p.2160-2164
Main Authors: Kharrazi, Alinaghi, Kareshki, Hossein
Format: Article
Language:English
Subjects:
self-regulating learning, environmental perceptions, and motivational beliefs
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:To examine the correlations among environmental perceptions, motivational beliefs, and self-regulating learning of Tehran high school third-year boys, a causal model was used and 685 students were selected by multistage cluster-sampling method. The motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), Students’ Achievement Goal Orientations (Midgley, Kaplan, Middleton, Maehr, Urdan, Anderman, et al., 1998), Students’ Perceptions of Classroom Activities (Gentry, Gable, & Rizza, 2002), and Perceptions of Parents Scales (Grolnick, Deci, & Ryan, 1997) were administered. Analysis showed relations among components of self-regulating learning, family environmental perceptions, perceptions of classroom activities, and motivational beliefs. Structural equating modelling indicated the proposed model was acceptable and the fit index was not significant statistically (χ2 = 123.98, GFI = .97, RSMEA = .044). All paths or structural coefficients of proposed model were significant statistically (P< .01).
ISSN:1877-0428
1877-0428
DOI:10.1016/j.sbspro.2010.07.430