چکیده:
Numerous studies have shown that 'self-regulation in learning,' in addition to awareness of diverse and effective learning strategies, requires possessing adaptive motivational patterns. Therefore, investigating the complex relationships between motivational beliefs and self-regulation strategies in various domains of knowledge holds a special place in educational research. The aim of the present research was to investigate the relationship between motivational beliefs and self-regulation strategies in mathematics. To this end, 301 undergraduate students (125 girls and 176 boys) with an average age of 20 years from the faculties of Engineering, Science, Agriculture, and Literature and Humanities at Shiraz University were selected, all of whom participated in general mathematics classes. The selection of subjects was done through cluster random sampling. The measurement tool used in the present research was version 3 of the 'Motivated Strategies for Learning Questionnaire' (M.S.L.Q.), which had previously been validated in the Iranian culture; results showed that this questionnaire consists of 6 'motivational' components and 4 'self-regulation' strategies. Cronbach's alpha coefficients for the components of this questionnaire ranged from 0.88 to 0.56. Overall, the findings of this research confirmed the existence of a relationship between motivational beliefs and self-regulation strategies in mathematics among students. These results were discussed in light of previous studies, and its educational applications were mentioned.
خلاصه ماشینی:
*Statistical Plan: In order to answer the research questions, "multivariate regression analysis" was used, in which the effect of 6 motivational components, including intrinsic goal orientation, extrinsic goal orientation, self-efficacy, task value, control beliefs, and test anxiety, as independent variables on one of the 4 learning strategies, namely metacognitive strategies, cognitive strategies, help-seeking, and effort and time management, was investigated.
The dependent variable in each of these analyses is one of the self-regulation strategies (metacognitive strategies, cognitive strategies, help-seeking, and effort and time management) and the independent variables are the 6 components of motivational beliefs (self-efficacy, task value, test anxiety, intrinsic goal orientation, extrinsic goal orientation, and control beliefs).
The regression standardized coefficients (B) for the aforementioned variables indicate that the strongest motivational predictor for students' use of metacognitive strategies in mathematics is "task value," while "intrinsic goal orientation" and "self-efficacy" possess less importance in predicting this variable, respectively.
*The results of this research showed that among students, the "help-seeking strategy for learning mathematics" is predicted by a motivational pattern consisting of self-efficacy and test anxiety.
*The present research showed that the motivational components predicting the effort and time management strategy are self-efficacy, task value, and control beliefs.
While the strongest predictor of cognitive self-regulated strategies in mathematics is extrinsic goal orientation, and test anxiety is the most important motivational factor for the help-seeking strategy among Iranian students.
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