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:: Volume 9, Issue 4 (Fall 2017) ::
Iran J War Public Health 2017, 9(4): 205-210 Back to browse issues page
Relationship between Intelligence Beliefs and Achievement Motivation with Self-regulated Learning in Students with Veteran Parents Injured More than 40%
A. Seadatee Shamir *1, R. Sanee’I Hamzanlouyi Miss2
1- Educational & Personality Psychology Department, Humanity & Social Sciences Faculty, Science & Research Branch, Islamic Azad University, Tehran, Iran , seadatee@gmail.com
2- Educational Psychology Department, Psychology & Educational Sciences Faculty, Bojnord Branch, Islamic Azad University, Bojnord, Iran
Abstract:   (212 Views)
Aims: Students with veteran parents are encountered with issues that are differed from those for normal students. The use of self-regulated learning strategies affects students' performance. The present study was aimed to investigate the relationship between intelligence beliefs and achievement motivation with self-regulated learning of students with veteran parents injured more than 40%.
Instruments & Methods: In this descriptive-correlational study, 230 students with veteran parents injured more than 40% were selected from secondary high-schools of Bojnord city in academic year of 2014-15. A multistage-cluster sampling method was employed to select the students. This research was done utilizing three instruments including: self-regulated learning questionnaire, intelligence beliefs scale and Herman's achievement motivation scale. The data were analyzed by SPSS 23 software using Pearson correlation coefficient, multivariate and stepwise regression analyses.
Finding: There were significant positive correlations between intelligence beliefs and achievement motivation with self-regulated learning (p<0.05). Based on the results, 24% of variance in self-regulated learning was explained by intelligence beliefs. The other sub-variables including intrinsic, incremental, educational, contextual factors and achievement motivation added 2%, 2%, 1%, 2% and 10% to the variance, respectively. Collectively, these six models explained 41% of the variance of self-regulated learning (p<0.01).
Conclusion: Intelligence beliefs and achievement motivation predict self-regulation learning in students with veteran parents injured more than 40%.
Keywords: Intelligence Belief, Achievement Motivation, Self-Regulation Learning, Student with 40% Veteran Parents
Full-Text [PDF 456 kb]   (74 Downloads)    
Type of Study: Research | Subject: Veteran’s Health
Received: 2017/02/4 | Accepted: 2017/07/19 | Published: 2017/11/11
* Corresponding Author Address: Islamic Azad University, Science & Research Branch, Hesarek Boulevard, Daneshgah Square, The end of Sattary Highway, Tehran, Iran. Post Box: 775/14515
English Expanded Abstract [HTML 21 KB]  (1 Download)
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Seadatee Shamir A, Sanee’I Hamzanlouyi R. Relationship between Intelligence Beliefs and Achievement Motivation with Self-regulated Learning in Students with Veteran Parents Injured More than 40%. Iran J War Public Health. 2017; 9 (4) :205-210
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Volume 9, Issue 4 (Fall 2017) Back to browse issues page
مجله طب جانباز Iranian Journal of War and Public Health
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