Self-Regulated Learning: The Role of Environmental Perceptions and Motivational Beliefs

Psychological Reports - Tập 107 Số 1 - Trang 303-317 - 2010
Alinaghi Kharrazi1, Hossein Kareshki2
1School of Psychology and Education, University of Tehran
2School of Psychology and Education, Ferdowsi University of Mashhad

Tóm tắt

To examine the correlations among environmental perceptions, motivational beliefs, and self-regulated learning of Tehran third-year high school boys based on a proposed model, multistage cluster-sampling method gave a sample of 685 students. 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-regulated learning, family environmental perceptions, perceptions of classroom activities, and motivational beliefs. Structural equation modeling indicated the proposed model had an acceptable fit to the data. All paths or structural coefficients of the proposed model were statistically significant.

Từ khóa


Tài liệu tham khảo

10.1037/0022-0663.84.3.261

10.1006/ceps.1996.0926

Bandura A., 1986, Social foundations of thought and action: a social cognitive theory

Bandura A., 1997, Self-efficacy: the exercise of control

10.1111/j.1467-8624.1998.tb06244.x

10.1037/0022-0663.93.1.43

10.1037/0003-066X.41.10.1040

10.1037/0033-295X.95.2.256

10.1037/0022-3514.73.1.19

10.1146/annurev.psych.53.100901.135153

Elliot A. J., 1997, Advances in motivation and achievement, 10, 143

10.1007/s11031-006-9028-7

10.1037/0022-0663.91.3.549

10.1023/A:1009057102306

10.1037/0022-3514.72.1.218

Eye A. V., 1998, Regression analysis for social sciences

10.1037/0022-0663.94.3.539

10.1006/ceps.1996.0015

Grolnick W. S., 1997, Parenting and children's internalization of values: a handbook of contemporary theory, 135

10.1037/0022-0663.81.2.143

10.1037/0022-0663.94.3.638

10.1037/0022-0663.93.4.686

Nasab Hosayni D., 2000, Journal of Human and Social Sciences of Shiraz University, 15, 85

10.1006/ceps.1999.0993

10.1037/0022-0663.94.3.646

Khademi M., 2006, Journal of Human and Social Sciences of Shiraz University, 25, 63

Kline P., 1994, An easy guide to factor analysis

10.1016/S0022-4405(00)00050-9

10.1037/0022-0663.89.4.710

10.1037/0022-0663.93.1.77

10.1006/ceps.1998.0965

10.1037/0033-295X.91.3.328

10.1016/S0883-0355(99)00015-4

10.1037/0022-0663.92.3.544

10.1016/B978-012109890-2/50043-3

10.1007/s10648-004-0006-x

10.1037/0022-0663.82.1.33

Pintrich P. R., 1991, Advances in motivation and achievement: goals and self-regulatory processes, 6, 371

10.1006/ceps.1997.0975

10.1037/0022-0663.89.2.329

10.1006/ceps.1995.1023

10.1007/978-1-4612-3618-4_4

10.1207/s15326985ep3204_1

Smith L., 2005, Australian Journal of Educational & Developmental Psychology, 5, 55

Nejad Sobhani M., 2006, Tabriz University Quarterly of Psychology, 1, 79

10.1037/11193-000

Vygotsky L. S., 1978, Mind in society: the development of higher psychological processes

Zimmerman B. J., 1999, International Journal of Educational Psychology Research, 1, 545

Thông tin
Thông tin xuất bản

Psychological Reports

Tập 107 Số 1

303-317

Thông tin tác giả