الگوي ساختاري رابطه خودكارآمدي، سودمندي ادراك شده و پيشرفت تحصيلي: بررسي نقش واسطه اي يادگيري خود نظم بخش

Structural Model of the Relationship between Self-efficacy Perceived Instrumentality and Academic Achievement: Investigating the Mediating Role of Self-regulating Learning

Objective: The purpose of this study was to investigate the impact of self- efficacy and perceived instrumentality on academic achievement through the mediation of self-regulating learning. Method: For this reason, 400 eleventh students (200 male, 200 female) were chosen randomly and completed a questionnaire which consists 3 sub scales. Results: The structural modeling analysis indicated that self-efficacy and perceived instrumentality had a direct and significant impact on academic achievement, and the result indicated that relationship between self- efficacy and perceived instrumentality was mediated by self-regulating learning. Conclusion: In this model, all regression weights were statistically significant and predictors explained %54 variance of academic achievement. In general, the results indicated the direct and indirect impact of self-efficacy and perceived instrumentality (through mediation of self- regulating learning) on academic achievement.