Presentation of Causal Model for Motivational Beliefs Based on Metacognitive Abilities by Mediating of Self-efficacy
Due to the importance of motivational beliefs as an effective variable in the education process, it is necessary to further more attention to this issue and its predictors. So the present study investigated the mediating role of self-efficacy in relationship between metacognitive abilities and motiv...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | fas |
| Published: |
University of Sistan and Baluchestan
2017-09-01
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| Series: | مطالعات روانشناسی تربیتی |
| Subjects: | |
| Online Access: | https://jeps.usb.ac.ir/article_3424_1fd0103c89daa603baf1af0b33164fdd.pdf |
| Summary: | Due to the importance of motivational beliefs as an effective variable in the education process, it is necessary to further more attention to this issue and its predictors. So the present study investigated the mediating role of self-efficacy in relationship between metacognitive abilities and motivational beliefs. Participants included 393 students from Mazandaran university, that selected by random multi-stage cluster sampling method. Participants completed motivated strategies and metacognitive state questionnaires. In evaluation of suggestive model was used Amos software and path analysis method. According to the amount of acquiring indexes the data fit the model: (1) metacognitive abilities was a positive predictor for the self-efficacy, and was a negative predictor for the control beliefs about learning; (2) self-efficacy was a positive predictor for control beliefs about learning, intrinsic goal orientation, extrinsic goal orientation, task value and was a negative predictor for test anxiety (3) metacognitive abilities was a significant predictor for the all dimensions of motivational beliefs. According to these results, increasing of metacognitive abilities leads to reduction of test anxiety and promote of self-efficacy, intrinsic goal orientation, extrinsic goal orientation, task value and control beliefs about learning in studentsss |
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| ISSN: | 2228-6683 2783-5235 |