چکیده:
The primary goal of the present research is to predict academic achievement based on self-efficacy, self-regulation, and creativity of students at Roudehen Islamic Azad University. It was conducted on a sample of 300 undergraduate students. The sample group was selected using a stratified random method from among the students of Roudehen Islamic Azad University in the academic year 89-90. The measurement tools included Sherer's self-efficacy test, Buford's self-regulation test, and Abedi's creativity test, which were administered to the sample group. In addition to the three aforementioned tests, a questionnaire was used in which demographic characteristics as well as the scores of the previous semester of the sample group members were asked as indicators of academic achievement. The statistical method used is multivariate regression analysis. After collecting and analyzing the data, the following results were obtained: Among the three variables of self-efficacy, self-regulation, and creativity, self-efficacy was the only variable that predicted the academic achievement of students. Regarding female students, among the three variables of self-efficacy, self-regulation, and creativity, self-efficacy was the only major predictor of academic achievement. Regarding male students, among the three variables of self-efficacy, self-regulation, and creativity, only the creativity variable predicted academic achievement. Also, according to the comparison of the beta coefficients of girls and boys, the sign of the obtained beta coefficients in girls showed that the self-efficacy variable has a positive and significant correlation with academic achievement, and in boys, the creativity variable has a positive and significant correlation with academic achievement.
خلاصه ماشینی:
Rather, multiple factors such as academic aptitude (Lowlerviggen 1, 1997; cited in Abdolmaleki, 1387), academic self-efficacy (Karimzadeh, 1385), educational methods (Samadi, 1386), motivational beliefs (Kajbaf, 1382), emotional intelligence, and creativity (Sharifi, 1389) affect it.
Based on Bandura's (1997) cognitive-social theory and citing numerous studies including the research of Pajares 6 and Miller 7 (1994 and 1997); Pajares and Graham 8 (1999); Greene 9, Miller, Crowson 10, Duke 11 and Key 12 (2004), Kabiri (1382), Karimzadeh (1385), self-efficacy acts as an important factor and plays an effective role in predicting academic achievement at various educational levels.
Tones The results of the studies by Anderman 1 and Young 2 (1994), Linn 3 and Hyde 4 (1989), and Samadi (1383) showed that there is no significant difference between girls and boys in the use of self-regulation strategies in learning.
Furthermore, whenever the level of influence of each factor—self-efficacy, self-regulation, and creativity—on academic progress is determined, the possibility of achieving educational goals can be increased by teaching these abilities.
To test the first hypothesis of this research, the relationship between self-efficacy, self-regulation, and creativity in the academic achievement of students was examined.
Therefore, it is observed that based on this finding, 6 percent of the changes in academic achievement are influenced by the students' self-efficacy factor, and the remaining percentages are related to other factors such as intelligence, academic motivation, educational facilities, type of program, teaching methods, and other personality characteristics of students that were not considered in this research.
Investigating the relationships between goal-oriented self-efficacy, self-regulated learning, and academic achievement of third-year middle school students.
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