The present study aimed to examine the predictive role of self-regulation and self-efficacy in academic achievement of junior high school male third-graders of Delgan. The descriptive-correlational method was applied. The population of the study consisted of all third grade junior high school male students in Delgan (N=514), among which, using Cochran’s formula, a sample of 220 students was selected. The empirical data was collected applying two questionnaires including the Morgan and Jinks Academic Self-Efficacy Scale and Zimmerman and Pons’s Student Self-Regulation Inventory Scale (SRLIS) as well as students’ GPA. In this study, Cronbach’s alpha coefficient was used to determine the reliability of the tests. Cronbach's alpha coefficient of the Academic Self-Efficacy Scale and Zimmerman and Pons’ SRLIS was calculated 82% and 85.6%, respectively. Data were analyzed using SPSS software v. 21. To analyze the data, the Pearson correlation coefficient and regression analysis were applied. Results indicated that there was a significant positive correlation between self-regulation and academic achievement and there was a significant positive correlation between academic self-efficacy and academic achievement and a significant positive relationship was found between the dimensions of academic selfefficacy including talent and effort and academic achievement. Moreover, findings revealed that regarding the priorities of predictive variables of academic achievement, in the first step, self-regulation had the highest predictive power and in the second step, self-efficacy entered into the predictive model of students’ achievement.
کلید واژگان :Self-Regulation, Self-Efficacy, Academic Achievement
ارزش ریالی : 600000 ریال
با پرداخت الکترونیک