Relationship between Intelligence Beliefs and Achievement Motivation with Self-regulated Learning in Students with Veteran Parents Injured More than 40%

Abstract

Aims: Students with veteran parents are encountered with issues that are differed from those for normal students. The use of self-regulated learning strategies affects studentschr('39') performance. The present study was aimed to investigate the relationship between intelligence beliefs and achievement motivation with self-regulated learning of students with veteran parents injured more than 40%. Instruments & Methods: In this descriptive-correlational study, 230 students with veteran parents injured more than 40% were selected from secondary high-schools of Bojnord city in academic year of 2014-15. A multistage-cluster sampling method was employed to select the students. This research was done utilizing three instruments including: self-regulated learning questionnaire, intelligence beliefs scale and Hermanchr('39')s achievement motivation scale. The data were analyzed by SPSS 23 software using Pearson correlation coefficient, multivariate and stepwise regression analyses. Finding: There were significant positive correlations between intelligence beliefs and achievement motivation with self-regulated learning (p