Abstract:
The purpose of this study was to investigate the effect of meta-cognitive beliefs and selfregulation
strategies on students' academic motivation. The statistical population of this
study was all students of high school girls in the second district of Tehran in 1395. Collected
results and analyzed data are presented based on statistical inference and appropriate
statistical techniques to confirm or reject the hypothesis. The results of regression test
showed that metacognitive beliefs and self-regulation strategies have an effect on academic
motivation (p <.05). Also, the results of Pearson correlation test between the components of
cognitive beliefs and academic achievement showed that there is a significant positive
correlation between academic achievement with components of confidence in memory and
positive beliefs about negative concern and with unruliness, cognitive self-awareness and
the need for inhibition of thoughts. Also, the results of the test showed a correlation between
the components of motivational strategies and academic achievement showed a significant
positive correlation between academic achievement and motivational beliefs, cognitive
strategies and meta-cognitive strategies. These results indicate that with increasing
metacognitive beliefs and self-regulation strategies, academic achievement also increases.
Machine summary:
The results of regression test showed that metacognitive beliefs and self-regulation strategies have an effect on academic motivation (p <.
Studies by Osvalandr and Tob (2009) showed that learners who are more aware of and employ cognitive and meta-cognitive strategies have more academic motivation and motivational beliefs such as self- efficacy, higher internal evaluation, less anxiety in test, and Have higher academic achievement than other learners.
Therefore, according to the above, the researcher is to examine whether the meta-cognitive beliefs and self- regulation strategies affect student's academic motivation?
Background Mohammadi-Fard and Malekian (1394) studied the role of teaching cognitive and metacognitive strategies in self- regulation and academic motivation of students.
The results of the research indicate that learning strategies are Educable and teaching these strategies is effective in promoting academic motivation and self-regulation.
Abbasi and Doroghi (1394), carried out a research entitled the role of procrastination, self-regulation and meta-cognitive beliefs in predicting the motivation of students' academic achievement.
The results of the study showed the effectiveness of using cognitive and metacognitive learning strategies in increasing the motivation of academic achievement.
In this research, Wales and Houghton Metacognitive Questionnaires (MCQ 30), McInnerney academic Achievement Motivation (ISM), and Pintrich and Diegrot Self-Regulation Learning Strategies (MSIQ) were used to collect data.
Effect of self-regulation strategies (cognitive and metacognitive) on motivational beliefs (academic motivation, self-efficacy, test anxiety) of high school students.
Effect of self-regulation strategies (cognitive and metacognitive) on motivational beliefs (academic motivation, self-efficacy, test anxiety) of high school students.