بررسي مقايسه اي دانشجويان از لحاظ سند مهارگذاري ، باورهاي انگيزشي و راهبردهاي يادگيري خود نظم داده شده

COMPARISON OF LOCUS OF CONTROL, MOTIVATIONAL BELIEFS AND SELF-REGULATED LEARNING STRATEGIES IN UNIVERSITY STUDENTS

This study aims to compare the Locus of Control, Motivational beliefs, and Self-Regulated Learning Strategies in a group of university students. Using Stratified random sampling method, 383 students were selected and participated in the study. All participants completed the Motivated Strategies for Learning Questionnaire (MSLQ), the Rotterʹs Locus of Control test (LOC), and a demographic questionnaire. In order to assess the participantsʹ academic success, their average of passes was used. Analysis of results indicate that: I) students with External Locus of Control use motivational beliefs and Learning Strategies less than those with Internal Locus of Control, 2) The engineering-technical students have more powerful Motivational beliefs and use more Learning Strategies than students in the human science and basic science faculties, 3) There was a significant direct relationship between the use of motivational beliefs and Self-Regulated Learning Strategies in students and their academic success.