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Mediating role of academic self-efficacy between self-regulatory learning strategies with academic engagement in undergraduate students of medical and paramedical sciences
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Leila Babajani gorji1   , , massoud Hejazi 2, Zekrollah Morovvati3 , Majid Yoosefi Afrashteh3 |
1- Islamic Azad University Zanjan Unit, Zanjan, Iran.
2- Faculty of Education and Psychology, Islamic Azad University Zanjan Unit, Zanjan, Iran , masod1357@ yahoo.com
3- Faculty of Humanities, Zanjan University, Zanjan, Iran |
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Abstract: (4492 Views) |
- Introduction: as regards to the importance of academic education the researchers of academic instruction are searching the way for promoting the quality of education. one of the most important indicators of students training quality is academic engagement. one of the effective factors on the academic engagement is to using the self- regulatory learning strategies and academic self efficiacy.
Methods: in this descriptive and correlative study 350 students of Zanjan medical sciences university at the second semester of 2018-19 participated in the research that they selected by the categorical random sampling. The available tools in this research includes academic engagement questionnaire (Reeve,2013), Self-regulatory learning strategies questionnaire MSLQ (Pintrich & De Groot,1990) and collegians Academic self efficacy scales CASES (Owen & Froman,1988). After calculating the Validity and reliability of tools the questionnaires were distributed and data analysis by presenting a hypothesis model and assessing the relations was done by using structural equation pattern and also by using LISREL 8.8 and SPSS24 softwares.
Results: the findings of this research expresses the practise of model and verifying of the hypothesis of the research. Generally the suggested model showed that the Self-regulatory learning strategies has directly positive relation with Academic engagement.also through the Academy self-efficacy interface (indirectly) it has a positive relation with Academic engagement. according to the results the value of RMSEA is 0.052 and the indices of IFI, GFI, NFI, CFI respectively are 0.95, 0.93, 0.91, 0.96 which presents the high practise of the model.
Conclusions: as regards with the obtained results we can say that by establishing the training courses of the learning self-regulatory and Academic self- efficiacy for the students in the universities help to it increasing their academic engagement.
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| Keywords: Academic engagement, Self-Regulatory Learning Strategies, Academic Self-efficacy |
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Full-Text [PDF 396 kb]
(1324 Downloads)
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Article Type: Original Research |
Subject:
Theories of Learning and Teaching in Medical Sciences
Received: 2019/02/27 | Accepted: 2019/04/27 | Published: 2019/10/2
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