The Structural Model of Educational Self-regulation Based on Learning Strategies and Attributional Styles by the Mediator of Achievement Motivation Among Secondary High School Students in Sari in 2017-2018

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.

Attributing academic success to giftedness and its impact on academic achievement: The mediating role of self-regulated learning and negative learning emotions

“…The present study investigated the association between attributing academic success to giftedness and students' academic achievement, with students' negative learning emotions and self-regulated learning being included as mediators. In line with our hypotheses (Dent & Koenka, 2016;Pekrun et al, 2017;Shirdel et al, 2018), students with higher levels of AAS_G had higher levels of SRL and lower levels of NLE, and an increased SRL and a decreased NLE led to a better academic achievement. Our findings provided support for the Attribution Theory (Weiner, 2006) that causal attribution would affect students' emotions and behaviors and thereafter affect their academic achievement.…”

“…Students who engaged in self-regulated learning would be motivated to exert control over a wide range of behaviors such as concentrating in classes (Sitzmann & Ely, 2011), and this process may be affected by their attribution of academic success. For example, Shirdel et al (2018) found that attributing positive events to internal factors would enhance students' motivation for learning, and further promote their SRL. Specifically, when students attributed successes to internal factors, they would predict the result to repeatedly occur in the near future, and therefore show higher levels of engagement and motivation in the learning process (Sun & Xie, 1993).…”

“…Students who engaged in self-regulated learning would be motivated to exert control over a wide range of behaviors such as concentrating in classes (Sitzmann & Ely, 2011), and this process may be affected by their attribution of academic success. For example, Shirdel et al. (2018) found that attributing positive events to internal factors would enhance students’ motivation for learning, and further promote their SRL.…”

“…The present study therefore aimed to examine how attributing academic success to giftedness affected students’ academic achievement, and included students’ negative learning emotions and self-regulated learning as mediators. Hypotheses were developed based on the attribution theory (Weiner, 2006) and findings emerging from previous studies: (1) a higher level of AAS_G was associated with a higher level of SRL (McClure et al., 2011; Shirdel et al., 2018), and thereafter a better academic achievement (Dent & Koenka, 2016); (2) a higher level of AAS_G was associated with a lower level of NLE (Yang et.al, 2017), and thereafter a better academic achievement (Pekrun et al., 2017).…”

Mediating Role of Positive Emotions on Students’ Self-Regulated Learning and Academic Achievement: A Case of Colleges of Education in the Bono Region, Ghana

“…These varied self-theories influence the way they perceive knowledge and abilities, self-regulating learning, interpreting and managing challenges within the academic situation (Lawson, Vosniadou, Van-Deur, Wyra and Jeffries, 2019;Yeager and Dweck, 2020). For example, Shirdel, Fakhri and Mirzaeyan (2018) found that attributing positive events to internal factors would enhance students' motivation for learning and further promote their self-regulated learning. Such students exercise greater control of their lives, including navigating their learning and selfregulating.…”