Self-Regulated Learning
The Role of Environmental Perceptions and Motivational Beliefs
Bibliographic Data
| ID | 13675563 |
|---|---|
| Authors | Alinaghi Kharrazi (University of Tehran, corresponding author), Hossein Kareshki (0000-0003-1990-2365, Ferdowsi University of Mashhad) |
| Year | 2010 |
| Volume | 107 |
| Issue | 1 |
| Pages | 303-317 |
| Publication date | 2010-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/01.11.14.20.pr0.107.4.303-317 |
| PMID | 20923075 |
| OpenAlex | W1988880648 |
| Language | EN |
| Citations received | 1 |
| References cited | 37 |
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
Cluster sampling · Deci · Developmental psychology · Gentry · Perception · Statistics · Structural equation modeling · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Parental Involvement in Education · Psychology · Social Psychology
Thought and language.
An Easy Guide to Factor Analysis
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
Multiple goals, multiple pathways
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Achievement Goals and the Hierarchical Model of Achievement Motivation
The Hierarchical Model of Approach-Avoidance Motivation
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Parent Involvement in School Conceptualizing Multiple Dimensions and Their Relations with Family and Demographic Risk Factors
Achievement motivation
Parenting and academic socialization as they relate to school readiness
Avoiding the demonstration of lack of ability
Achievement goals, study strategies, and exam performance
"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class.
Influences on Achievement
Achievement Goals and Student Well-Being
The role of motivation in promoting and sustaining self-regulated learning
Performance-approach goals
Social origins of self-regulatory competence
Revision of achievement goal theory
Parent styles associated with children's self-regulation and competence in school.
Perceptions of classroom environment, achievement goals, and achievement outcomes.
Self-Efficacy
Classrooms
Motivational Beliefs, Values, and Goals
A social-cognitive approach to motivation and personality.
The Role of Goal Orientation in Self-Regulated Learning
Motivational and self-regulated learning components of classroom academic performance.
A hierarchical model of approach and avoidance achievement motivation
Lay dispositionism and implicit theories of personality
Motivational processes affecting learning
Maternal Resources, Parenting Practices, and Child Competence in Rural, Single-Parent African American Families
| Citations per year | 0.2 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |