[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 8, Number 2 (7-2016) ::
Research in Medical Education 2016, 8(2): 69-76 Back to browse issues page
The Relationship Between Learning Motivational Beliefs and Control Source Dimensions with Academic Achievement of Students in Birjand University of Medical Sciences
I Fayaz, S Kazemi, M R Raeisoon, Y Mohammadi *
EDC Employee at Birjand University of Medical Sciences, and PhD Student of Curriculum Development at Allameh Tabatabaei University, Tehran, Iran , y_mohammady_29@yahoo.com
Abstract:   (1645 Views)

Introduction: Academic achievement is affected by several variables. Some more important ones include motivational beliefs and control source. This study was aimed to investigate the relationship between learning motivational beliefs and control source dimensions with academic achievement.

Methods: In this descriptive, analytic study, the population under study included all the students in Birjand University of Medical Sciences during 2014-15 academic year (n=2621). The sample was selected using Kerjsi and Morgan’s Table as 335 individuals who were selected by stratified random sampling method. To collect data, the 47-item MSLQ by Pintrich and De Groot, the 29-item Julian Rotter Source Control Questionnaire and students’ overall mean score – as the academic achievement parameters were used.data were analyzed through independent T-Test, Pearson correlation, one-way variance analysis and regression analysis using SPSS software.

Findings: Regression analysis showed that there was a significant relationship between motivational beliefs and locus of control with academic achievement of students (R = 0.452) , (P = 0.013). about locus of control no significant differences was showed between the male and female students (T = 1.06) and (P = 0.12). But there was a significant differences between academic achievement and male and female students (T = 2.136) , (P = 0.04).

Conclusion: results show relationship between motivational beliefs and locus of control with academic achievement of students, so holding workshop in this field, to improve these two  important factors in students is offered.

Keywords: Learning, Motivation, Self-Efficacy, Locus Of Control, Achievement
Full-Text [PDF 195 kb]   (653 Downloads)    
Type of Study: Research | Subject: Special
1. Nemati MA, Mohammadi Y, Raeisoon MR. [Relationship between Knowledge Management and Educational Performance of Faculty Members]. Scholarly Bimonthly of Education Strategies in Medical Sciences 2015; 8 (4): 203-208 [Persian]
2. Raeisoon MR, Mohammadi Y, Abdorazaghnejad M, Sharifzadeh Gh. [An investigation of the relationship betweenself-concept, selfesteem,and academic achievement of students in the nursingmidwiferyfaculty in Qaen]. Mod Care J 2014; 11(3): 236-242. [Persian]
3. Saif AA. Modern educational psychology: psychology of learning and teaching.7 th ed. Tehran: Doran; 2013. [Persian]
4. Biyabangard E. [anxiety, nature, causes, treatment with relevant tests]. Tehran: office of Islamic culture publication; 2001. [Persian]
5. Mohammadi Y, Kazemi S, Hajabadi M, Raisoon M.R. [The relationship between physiological learning styles, creativity, and academic achievement among students at Birjand University of Medical Sciences during the academic year 2013-2014 ]. Mod Care J 2014;11(4):275-282. [Persian]
6. Rabbani Z, Yousefi F. [Examine the mediator role of the goal orientation in the relationship between self-efficacy and task value with cognitive strategies]. JISL 2012;4(2): 49- 80. [Persian]
7. Khadivzadeh T, Tafazzoli M. [Survey on the Study and Learning Strategies of Students of Midwifery at Mashad University of Medical Science]. Journal of Sabzevar University of Medical Sciences 2002; 9 (2): 90-95. [Persian]
8. Zimmerman BJ. Schunk DH. Self-regulated learning and academic achievement: Theoretical perspectives. 2nd ed. Mahwah, NJ: Lawrence Erlbaum:2001.
9. Pintrich PR, Smith, DAF, GarcíaT, McKeachie, WJ. Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measuremen 1993; 53(3): 801–813.
10. Pintrich PR, DeGroot EV. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 1990; 82(1): 33-40.
11. Ghadam poor E, Sarmad Z. [The role of motivational beliefs in help-seeking behavior and student achievement]. Journal of Psychology 2002;26(2):112-126. [Persian]
12. Elliot A. Approach and avoidance motivation and acheivement goals. Education Psychologis. 1999;34(3):169-189.
13. Skaalvik E, Self-enhancing and Self-defeating Ego Orientation: Relations with Task Avoidance Orientation, Achievement, Selfperceptions, and Anxiety. Journal of Educational Psychology 1997; (89): 71-81.
14. Middleton M, Midgley C. Avoiding the Demonstration of Lack of Ability: An Underexplored Aspect of Goal Theory. Journal of Educational Psychology 1997; (89): 710-718.
15. Liem AD, Lau S, Nie Y. The Role of Self-efficacy, Task Value, and Achievement Goals in Predicting Learning Strategies, Task Disengagement, Peer Relationship, and Achievement Outcome. Contemporary Educational Psychology 2008;33(4): 486-512.
16. Mc Whaw K, Abrami, PR. Student Goal Orientation and Interest: Effects on Student Use of Self-regulated Learning Strategies. Contemporary Educational Psychology 2001;26(3): 311-329.
17. Stipek DJ. Motivation to Learn: From Theory to Practice .4th ed. Boston: Allyn & Bacon: 2002.
18. Ames C. Achievement Attributions and Self-instructions under Competitive and Individualistic Goal Structures. Journal of Educational Psychology 1984;76 (3): 478-487.
19. Cai-Hong Z. HeAn C. Interpersonal Attribution Style of Female Students of Nursing School and Medical School. Chinese Mental Health Journal 2006; 20 (7):447-450.
20. Serin O, Serin NB, Sahin FS. Factors Affecting the Learning and Studying Strategies and Locus of Control of the Trainee Teachers. Social and Behavioral Sciences 2009; 4 (1):1127-1136.
21. Neuman Y. Determinants and consequences of students, Burnout in universities. The Journal of Higher Education 1990;61(1): 20-31.
22. Mokhtary K, Richard A. Assesian Students Metacognitive Awareness of Strategies. Journal of Educational Psychology 2002; 94 (2):710-718.
23. Diseth A. Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Journal of Learning and Individual Differences 2011; 21 (2):191-195.
24. Kajbaf MB,Ashori J,Ashori M. The relationship between motivational strategies, strategies for learning and creativity with mathematics achievement of gifted students]. Journal of Teaching and Learning 2013;(5)1651: 65-85. [Persian]
25. Chapell MS, Benjamin ZB, Silverstein ME, Takahashi M, Newman B, Gubi A, etal.[Test anxiety and academic performance in Undergraduate and Graduate students]. Journal of Educational Psychology 2005; 97 (2): 268-274.
26. Cassady JC. The influence of cognitive test anxiety across the learning-testing cycle. Learning and Instruction 2004;14(6): 569-592.
27. Seifert T. The Stability of Goal Orientation in Grade Five Students: Comparison of two Methodologies British. Journal of Education Psychology1996; 66(1):73-82.
28. Wolters CA. Advancing achievement goal theory: using goal, structures and goal orientation to predict student motivation, cognition and achievement. Journal of educational psychology 2004; 96(2): 236-250.
29. Vasi C. [The relationship between goal orientation, perceived the purpose classroom and cognitive and metacognitive strategies with the development of mathematics].[dissertation]. Semnan: University of Semnan; 2011. [Persian]
30. Sayah bargard M, Ardame A, Yaghoobi Askarabad E. [The Evaluation of relationship between Motivational Beliefs and Self-Regulated Learning Strategies with Educational Outcomes of students in Health Faculty of Ahvaz Jundishapour University of Medical Sciences]. Educational Developement of Jundishapur 2001;3(2):60-70. [Persian]
Send email to the article author

Add your comments about this article
Your username or email:

Write the security code in the box >

DOI: 10.18869/acadpub.rme.8.2.69

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Fayaz I, Kazemi S, Raeisoon M R, Mohammadi Y. The Relationship Between Learning Motivational Beliefs and Control Source Dimensions with Academic Achievement of Students in Birjand University of Medical Sciences. Research in Medical Education. 2016; 8 (2) :69-76
URL: http://rme.gums.ac.ir/article-1-315-en.html
Volume 8, Number 2 (7-2016) Back to browse issues page
پژوهش در آموزش علوم پزشکی Research in Medical Education