To examine the correlations among environmental perceptions, motivational beliefs, and self-regulated learning of Tehran third-year high school boys based on a proposed model, multistage cluster-sampling method gave a sample of 685 students. The Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), Students' Achievement Goal Orientations (Midgley, Kaplan, Middleton, Maehr, Urdan, Anderman, et al., 1998), Students' Perceptions of Classroom Activities (Gentry, Gable, & Rizza, 2002), and Perceptions of Parents Scales (Grolnick, Deci, & Ryan, 1997) were administered. Analysis showed relations among components of self-regulated learning, family environmental perceptions, perceptions of classroom activities, and motivational beliefs. Structural equation modeling indicated the proposed model had an acceptable fit to the data. All paths or structural coefficients of the proposed model were statistically significant.
Get full access to this article
View all access options for this article.
References
1.
AmesC. (1992) Classroom: goals, structure and motivation. Journal of Educational Psychology, 84, 261–271.
2.
AndermanE. M., & MidgleyC. (1997) Changes in achievement goal orientations and perceived classroom goal structures across the transition to middle level schools. Contemporary Educational Psychology, 22, 269–298.
3.
BanduraA. (1986) Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
4.
BanduraA. (1997) Self-efficacy: the exercise of control. New York: Freeman.
5.
BrodyG. H., & FlorD. L. (1998) Maternal resources, parenting practices, and child competence in rural, single-parent African American families. Child Development, 69, 803–816.
6.
ChurchM. A.ElliotA. J., & GableS. (2001) Perception of classroom context, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54.
7.
DweckC. S. (1986) Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
8.
DweckC. S., & LeggettE. L. (1988) A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
9.
ChiuC.HongY., & DweckC. S. (1997) Lay dispositionism and implicit theories of personality. Journal of Personality and Social Psychology, 73, 19–30.
10.
EcclesJ. S., & WigfieldA. (2002) Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.
11.
ElliotA. J. (1997) Integrating “classic” and “contemporary” approaches to achievement motivation: a hierarchical model of approach and avoidance achievement motivation. In PintrichP. & MaehrM. (Eds.), Advances in motivation and achievement. Vol. 10. Greenwich, CT: JAI. Pp. 143–179.
12.
ElliotA. J. (2006) The hierarchical model of approach-avoidance motivation. Motivation and Emotion, 30(2), 111–116.
13.
ElliotA. J.McGregorH. A., & GableS. (1999) Achievement goals, study strategies, and exam performance: a mediational analysis. Journal of Educational Psychology, 91, 549–563.
14.
ElliotA. J., & ThrashT. M. (2001) Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139–155.
15.
ElliotE. S., & ChurchM. (1997) A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
16.
EyeA. V., & SchusterC. (1998) Regression analysis for social sciences. London: Academic Press.
17.
GentryM.GableR. K., & RizzaM. G. (2002) Students' perceptions of classroom activities: are there grade-level and gender differences?Journal of Educational Psychology, 94, 539–544.
18.
GreeneB., & MillerR. (1996) Influence on achievement: goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21, 181–192.
19.
GrolnickW. S.DeciE. L., & RyanR. M. (1997) Internalization within the family: the self-determination theory perspective. In GrusecJ. E. & KuczynskiL. (Eds.), Parenting and children's internalization of values: a handbook of contemporary theory. New York: Wiley. Pp. 135–161.
20.
GrolnickW. S., & RyanR. M. (1989) Parent styles related to self-regulating and efficacy in school. Journal of Educational Psychology, 81(2), 143–154.
21.
HarackiewiczJ.BarronK.PintrichP. R.ElliotA., & ThrashT. M. (2002) Revision of achievement goal theory: necessary and illuminating. Journal of Educational Psychology, 94, 638–645.
22.
HillN. E. (2001) Parenting and academic socialization as they relate to school readiness: the roles of ethnicity and family income. Journal of Educational Psychology, 93, 686–697.
23.
NasabHosayni D., & RamsheS. M. H. (2000) Investigating the relationships among the components of self-regulated learning and intelligence. Journal of Human and Social Sciences of Shiraz University, 15-16, 85–96.
24.
KaplanA., & MaehrM. L. (1999) Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330–358.
25.
KaplanA., & MiddletonM. J. (2002) Should childhood be a journey or a race? Response to Harackiewicz, et al. (2002). Journal of Educational Psychology, 94, 646–648.
26.
KhademiM., & NowshadiN. (2006) Studying the relation of goal orientation, with self-regulated learning and academic performance of Shiraz City pre-university students. Journal of Human and Social Sciences of Shiraz University, 25, 63–78.
27.
KlineP. (1994) An easy guide to factor analysis. London: Routledge.
28.
KohlG. O.LenguaL. J., McMahon, R. J., & the Conduct Problems Prevention Research Group. (2000) Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501–523.
29.
MiddletonM. J., & MidgleyC. (1997) Avoiding the demonstration of lack of ability: an under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710–718.
30.
MidgleyC.KaplanA., & MiddletonM. (2001) Performance-approach goals: good for what, for whom, under what circumstances, and at what cost?Journal of Educational Psychology, 93, 77–86.
31.
MidgleyC.KaplanA.MiddletonM.MaehrM. L.UrdanT.AndermanL. H.AndermanE., & RoeserR. (1998) The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23, 113–131.
32.
NichollsJ. G. (1984) Achievement motivation: conceptions of ability, subjective experiences, task choice, and performance. Psychological Review, 91, 328–346.
33.
PintrichP. R. (1999) The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.
34.
PintrichP. R. (2000a) Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544–555.
35.
PintrichP. R. (2000b) The role of goal orientation in self-regulated learning. In BoekaertsM.PintrichP. R., & ZeidnerM. (Eds.), Handbook of self-regulation. San Diego, CA: Academic Press. Pp. 451–502.
36.
PintrichP. R. (2004) A conceptual framework for assessing motivation and self-regulating learning in college students. Educational Psychology Review, 16, 385–407.
37.
PintrichP. R., & De GrootE. (1990) Motivational and self-regulated learning component of classroom academic performance. Journal of Educational Psychology, 82, 33–40.
38.
PintrichP. R., & GarciaT. (1991) Student goal orientation and self-regulation in the college classroom. In MaehrM. L. & PintrichP. R. (Eds.), Advances in motivation and achievement: goals and self-regulatory processes. Vol. 6. Greenwich, CT: JAI. Pp. 371–402.
39.
ReeveJ. M. (1998) Autonomy support as an interpersonal motivating style: is it teachable?Contemporary Educational Psychology, 23, 312–320.
40.
RyanR. M., & PintrichP. R. (1997) Should I ask for help? The role of motivation and attitudes in adolescents' help-seeking in math class. Journal of Educational Psychology, 89, 329–341.
SchunkD. H. (1989) Social cognitive theory and self-regulated learning. In ZimmermanB. J. & SchunnkD. H. (Eds.), Self-regulated learning and academic achievement: theory, research, and practice. New York: Springer-Verlag. Pp. 83–110.
43.
SchunkD. H., & ZimmermanB. J. (1997) Social origins of self-regulatory competence. Educational Psychologists, 32, 195–201.
44.
SmithL., & SinclairK. E. (2005) Empirical evidence for multiple goals: a gender-based, senior high school student perspective. Australian Journal of Educational & Developmental Psychology, 5, 55–70.
45.
NejadSobhani M., & AbediA. (2006b) Studying the relations of self-regulated learning strategies and academic achievement motivation of Esfahan City high school students with their academic performance in mathematics. Tabriz University Quarterly of Psychology, 1, 79–97.
46.
VygotskyL. S. (1962) Thought and language. Cambridge, MA: MIT Press.
47.
VygotskyL. S. (1978) Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard Univer. Press.
48.
ZimmermanB. J. (1999) Commentary: toward a cyclically interactive view of self-regulated learning. International Journal of Educational Psychology Research, 1, 545–551.
