List of Articles self-regulation

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  1 - Relation of academic hope and approach to learning: Investigating the mediating role of academic self-regulation
  samira rahpeima Dr Barani farhad khormaei
  Introduction: Hope as a perspective in positive psychology has attracted the attention of education specialist in the recent years. The aim of this study was to investigate the mediating role of academic self-regulation in the relation of academic hope and components of More

  Introduction: Hope as a perspective in positive psychology has attracted the attention of education specialist in the recent years. The aim of this study was to investigate the mediating role of academic self-regulation in the relation of academic hope and components of approaches to learning. Method: Participants were 348 (223 girls and 125 boys) high school students which were selected using the random cluster sampling method. In order to investigate the variables of research self- regulation questionnaire, academic hope and learning approach scale were used. For analyzing the research model, structural equation model and Amos 22 software was used. Results: Results showed that academic hope predicted approach to learning directly and also indirectly through academic self- regulation. Conclusion: Conclusively, results of this study showed the importance of academic hope and self-regulation in the approaches to learning. Manuscript profile
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  2 - Relation of academic hope and approach to learning: Investigating the mediating role of academic self-regulation
  Samira Rahpeima Dr Barani Farhad Khormaee
  The aim of this study was to investigate the mediating role of academic self-regulation in the relationship between academic hope and components of approaches to learning. Participants were 348 high school students (223 girls and 125 boys) which were selected using the More

  The aim of this study was to investigate the mediating role of academic self-regulation in the relationship between academic hope and components of approaches to learning. Participants were 348 high school students (223 girls and 125 boys) which were selected using the random cluster sampling method during 2014-2015 academic years. In order to investigate the variables of research, Self-Regulation Questionnaire (Bouffard et al., 1995), Academic Hope and Learning Approach (Elliot et al., 1999) scale were used. For analyzing the research model, structural equation model and Amos 22 software were used. Results showed that academic hope predicted approach to learning directly and also indirectly through academic self- regulation. In sum, the results of this study indicate the importance and role of academic hope in increasing academic self-regulation and adaptive approaches. Due to the adaptive role of academic hope, educators need to pay special attention to teach these capabilities to students. Also, an increase in the negative attitude toward education and a decrease in the positive expectation of education society today will also increase the need for education and training of capabilities such as hope. Manuscript profile
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  3 - the effect of motivational beliefs and procrastination on self-regulation with the mediating role of helpseeking on high school students
  Nayere Alaei zahra naghsh Sogand Ghasemzade
  Aim of the current study was to investigate the mediating role of help seeking in the relationship among self- regulation, motivation beliefs and procrastination. To fullfill the stated goal, 300male and female of students of the firs year of high school (seventh,eigh More

  Aim of the current study was to investigate the mediating role of help seeking in the relationship among self- regulation, motivation beliefs and procrastination. To fullfill the stated goal, 300male and female of students of the firs year of high school (seventh,eighth,ninth) in Tehran using multistage cluster sampling method were selected For assessing the research variables, the participants completed the Bufard (1995)academic self-regulation scaIl, Rian Pentrich helpseeking (1997) and Takman procrastination questionnaires (1998)&motivational strategies MSLQ(1990). The present research method was used in descriptive-correlational designs of path analysis. Findings showed that motivational belifes have a significant positive effect on help-seeking and self-regulation and seeking help on self-regulation have a significant positive effect and procrastination has a significant negative effect on self-regulation and help-seeking and motivational beliefs. Based on these findings, it can be concluded that procrastination and motivational beliefs can transform self-regulation in students through help-seeking.Therefore,this research can be examined at the family level to be able to understand the factors affecting self-regulation within the family. Manuscript profile
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  4 - Relationship Between Academic Resilience and Academic Engagement: The Mediating Role of Emotional Self-Regulation
  masoud gholamali lavasani sogand ghasemzadeh Zahra Panahi Azar Minoo Matbou Riahi
  The aim of the present study was to investigate the relationship between academic resilience (AR) and academic engagement (AE) with the mediating role of emotional self-regulation (ESR). The study was descriptive - correlational, and the participants were 11th-12th grad More

  The aim of the present study was to investigate the relationship between academic resilience (AR) and academic engagement (AE) with the mediating role of emotional self-regulation (ESR). The study was descriptive - correlational, and the participants were 11th-12th grade boy students (n=22), studying either mathematics or life sciences, in the academic year 2018-19 in Tehran. The participants were selected by using the convenience sampling method. The data was collected by the Rio and Tseng Academic Engagement Scale (AES), the Samuels Academic Resilience Inventory (ARI), and the Grass and John Emotion Regulation Questionnaire (ERQ). The results of the path analysis method showed a significant relationship (P≤0.01) between AR-AE, AR-ESR, as well as AE- ESR. The results also indicated that AR (P≤0.001) and ESR (P≤0.01) can predict AE. Therefore, it can be concluded that AR improvement with ESR mediation will result in more academic engagement in students. Manuscript profile
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  5 - Investigating the relationship between daring skills and motivational beliefs on emotional self-regulation training in Yasouj students
  Ata Allah nik goftar Zohra  Rezaei Mehr Mohammad Mohammadi Aref
  The purpose of this research was to investigate the relationship between daring skills and motivational beliefs on emotional self-regulation training in Shahriasuj students. The research method was a semi-experimental type of pre-test and post-test with a control group. More

  The purpose of this research was to investigate the relationship between daring skills and motivational beliefs on emotional self-regulation training in Shahriasuj students. The research method was a semi-experimental type of pre-test and post-test with a control group. The population-statistics of this research includes all sixth grade female students of Yasuj city who were studying in the academic year of 1400, 40 of whom were selected by purposive sampling and randomly divided into two experimental and control groups. became Gambrill and Ritchie (1975) and the Motivational Strategies for Learning Questionnaire (MSLQ, 1990) were used to collect data. The validity of the courage questionnaire was verified by Cronbach's alpha test and the split-half test, and the validity of the motivational strategies for learning questionnaire (MSLQ) was verified by Cronbach's alpha test. After randomly selecting the experimental and control groups, emotional self-regulation training was conducted on the experimental group for 8 sessions of 45 minutes, twice a week. A week after the completion of the training program, both groups were given a post-test. The obtained data were analyzed using the statistical method of univariate covariance analysis and multivariate covariance analysis. The results of the data showed that emotional self-regulation training by controlling the effect of the pre-test was effective in improving and increasing students' daring skills and also improved their motivational beliefs in such a way that it increased self-efficacy and reduced students' exam anxiety. but it has not affected their internal valuation. Manuscript profile
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  6 - Investigating the effect of self-management and motivational self-regulation training on students
  sadg peshgo Azam  Visi Fatima  Azizi
  Pintridge sees self-management in learning as an active and organized process based on which learners choose goals for themselves and then try to identify, control and monitor their own motivation and behavior to achieve those goals. Pintrich's main self-directed learni More

  Pintridge sees self-management in learning as an active and organized process based on which learners choose goals for themselves and then try to identify, control and monitor their own motivation and behavior to achieve those goals. Pintrich's main self-directed learning framework is based on how students can organize their learning psychologically, motivationally and behaviorally, which emphasizes the interaction of metacognitive and motivational factors in this process. Self-directed learning strategies include: cognitive strategies, repetition and review strategies, expansion and organization, metacognitive strategies, planning strategies, control, monitoring and ordering, and resource management strategies in order to control the learning environment. Learners should be able to manage and regulate their study time and environment, monitor their efforts and help their peers and teachers to solve problems. Teaching self-directed learning strategies helps students to make better decisions and provide solutions to their social and academic problems. To be able to become deeper and more precise about their thinking and learning process and to believe that they have the ability to solve problems. Manuscript profile