The Causal Model of Self-regulated learning in Students Based on Academic Self-efficacy and Motivational Beliefs: The Mediating Role of Psychological Capital

Document Type : Research Paper

Authors

Assistant professor, Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

Abstract

This study aimed to design a self-regulated learning model in students based on academic self-efficacy and motivational beliefs with the mediating role of psychological capital. The research method was applied in objective and correlational of structural equation modeling type in data collection. The statistical population included all students of Farhangian University of Kurdistan (2011 individuals) in the academic year of 2021-2022, among whom 300 students (162 males and 138 females) were selected by systematic random sampling. The Motivational Strategies Questionnaire (MSLQ), Academic Self-regulation Questionnaire (ASRQ), Psychological Capital Questionnaire (PCQ), and Student Efficacy Scale (MJSES) were used to collect data. The data were analyzed with the structural equation modeling through SPSS and AMOS version 21 software. The results showed that the model fits the research data. According to the findings, the variables of academic self-efficacy, motivational beliefs and psychological capital have a direct and significant (P<0.01) effect on self-regulated learning. Also, academic self-efficacy and motivational beliefs through psychological capital have an indirect and significant effect (P<0.05) on self-regulation learning in students. Thus, the dimensions of psychological capital, by creating a platform for adaptive responses, can improve the relationship of self-efficacy and motivational beliefs with self-regulation in learning from different paths.

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Journal of Modern Psychological Researches
Volume 18, Issue 72 - Serial Number 72
December 2023
Pages 267-277

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History

  • Receive Date: 29 October 2022
  • Revise Date: 10 November 2022
  • Accept Date: 13 November 2022

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