چکیده:
"The Role of Motivational Beliefs, Learning Strategies, and Gender in Academic Performance" Rezaei Akbar, Seif Ali Akbar The present research examined the relationship between motivational beliefs with learning strategies, gender, and academic performance of ninth-grade students, including 126 girls and 135 boys from the northern counties of West Azerbaijan province, who were selected using a multi-stage cluster sampling method. To assess motivational beliefs such as test anxiety, self-efficacy, and achievement goals (mastery, performance, and extrinsic goal orientations), as well as cognitive and metacognitive learning strategies used by students such as mental rehearsal, elaboration, organization, planning, and monitoring/control, self-report questionnaires were utilized. More specifically, the data collection tools included the Test Anxiety Questionnaire (Abulqasemi et al., 1996), the Goal Orientation Questionnaire (Ghadampour, 1998), the Self-Efficacy Questionnaire (Pintrich & De Groot, 1990, et al.), and the Learning Strategies Questionnaire (Karami, 2002). Additionally, the total mean scores of student achievement indices and academic performance were considered in this study. The collected data were analyzed using correlation, multiple regression, and Multivariate Analysis of Variance (MANOVA) methods. The results showed that the metacognitive strategy of control and monitoring is the best predictor of academic performance. The variables of self-efficacy, extrinsic goals, gender, and test anxiety followed in subsequent ranks. Extrinsic goals and test anxiety had a negative relationship with students' academic achievement, acting as inhibitory factors. The adjusted R-squared value in this model was 0.43, meaning that approximately 43 percent of the variance in the academic performance variable can be predicted by this model. In this research, mastery goal orientation did not have a direct effect on academic achievement, but this variable had a positive and significant correlation with all cognitive and metacognitive strategy variables. The results of the Multivariate Analysis of Variance (MANOVA) and its follow-up tests showed significant differences in most of the motivational belief variables and cognitive and metacognitive strategies used by students in favor of girls. Overall, the results of this research were consistent and in agreement with the findings of most previous related studies and confirm them.
خلاصه ماشینی:
In order to assess motivational beliefs such as test anxiety, self-efficacy, achievement goals (mastery, performance, and extrinsic orientation)IB}(1)-this study was implemented with financial credits from the Research Council of the Organization of Education of West Azerbaijan province in the academic year 81-82.
(*)PhD student in Educational Psychology (**)Faculty member of Allameh Tabataba'i University, Tehran {IB}(mastery, performance, and extrinsic goals) as well as cognitive and metacognitive learning strategies used by students, such as mental rehearsal, semantic expansion, organization, planning, and control and monitoring, were self-reported using questionnaires.
2- Is there a relationship among motivational beliefs (self-efficacy, test anxiety, mastery, performance, and extrinsic goal orientation), the use of learning strategies (mental rehearsal, elaboration, organization, planning, monitoring), gender, and academic performance?
Table (3) Results of one-way analysis of variance (ANOVA) on the academic performance factor according to gender (refer to the page image) Question 2: Is there a relationship between motivational beliefs (self-efficacy, test anxiety, mastery, performance, and extrinsic goal orientation), use of learning strategies (rehearsal, elaboration, organization, planning, monitoring) and academic performance?
Table (4): Correlation coefficient matrix of the variables under study (n = 261) (refer to the page image) Gender coding (0 for boys and 1 for girls) P < 0/001 ** and P < 0/01 Question 3: Among the motivational components (mastery, performance, extrinsic goal orientation, self-efficacy, and test anxiety), learning strategies (rehearsal, elaboration, organization, planning, and monitoring), and gender, which ones are valid predictors for academic achievement?
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