Effect of motivational beliefs and self

App. Sci. Report.
10 (1), 2015: 1-7
© PSCI Publications
Applied Science Reports
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E-ISSN: 2310-9440 / P-ISSN: 2311-0139
DOI: 10.15192/PSCP.ASR.2015.10.1.17
Effect of motivational beliefs and self-regulated learning
strategies on achievement motivation of student in physical
education schools (Application of structural equations)
Ali Abbas Hossein Nejhad*, Mostafa Hosseinimehr
1. Master of Science in Physical Education and Sports Teacher of Kermanshah Education, Iran.
2. MS student of Science in Consultation, Kermanshah Razi University, Iran.
*Corresponding Author email: [email protected]
Paper Information
Received: 14 November, 2014
Accepted: 18 February, 2015
Published: 20 April, 2015
Citation
Abbas Hossein Nejhad A, Hosseinimehr M. 2015. Effect
of motivational beliefs and self-regulated learning
strategies on achievement motivation of student in physical
education schools (Application of structural equations).
Applied Science Reports, 10 (1), 1-7. Retrieved from
www.pscipub.com
(DOI:10.15192/PSCP.ASR.2015.10.1.17)
ABSTR ACT
Objective: The aim of this study was to investigate the influence of
motivational beliefs and self-regulated learning strategies on achievement
motivation of students in physical education schools. Methods: In terms of
the nature, this study is a quantitative research (descriptive - correlation)
and is applied in terms of objective. The study populationis all students in
physical education schools of the West provinces (Kermanshah, Kurdistan,
and Hamadan) during academic year of 2012-2013. 285 students were
selected as the sample where the statistical operations have been carried
out on 254 questionnaires due to the incomplete or not submitted
questionnaires. Measuring tools: self-regulated learning strategies
questionnaire: this questionnaire was designed by PentrichVedigrot (1990).
Navidi, in 2004, turned it into Persian. The questionnaire consisted of two
parts: motivational beliefs (22items) and self-regulated learning strategies
(22items). Total items of this scale is 44. Motivational beliefs scale
includes three parts ofefficacy test, valuation, and anxiety of exam. Selfregulated learning scale includes2 parts of the use of cognitive and
metacognitive strategies test within five options (ranging from totally
disagree to totally agree). In this study, a stratified proportional sampling
was used. Hermen’s questionnaire was used in achievement motivation.
The questionnaire consisted of 29 4-choices questions used to measure the
achievement motivation level. The scores higher than average indicate high
achievement motivation in the individual, and the scores lower than
average indicate low achievement motivation. Sheikh Fini (1994) achieved
the reliability of these tests of 0.84 through Cronbach’salpha. Cronbach's
Alpha was used to estimate the reliability of the questionnaire. For this
purpose, a total of 30 copies of the questionnaire was completed by a part
of research population; and after the data processing, Cronbach's Alpha
coefficient was calculated for items and mentioned questions. Total of 254
questionnaires were completed perfectly (response rate = 91%). After
thedata completion, coding operations, information extraction and
transferring them on computerwere performed. After data processing,
statistical computation (descriptive and inferential)was carried out by SPSS
15 and AMOS. Discussion and Conclusion: The results indicate that there
is a significant difference between self-regulated learning strategies and
motivational beliefs among male and female students; motivational beliefs
will explain 28 percent of the variation in achievement motivation;
cognitive and meta-cognitive strategies also 32 percent ofthe variations in
between.
© 2015 PSCI Publisher All rights reserved.
Key words: cognitive strategy, meta-cognitive strategy, achievement motivation, physical education, AMOS
Introduction
Sports education is one of the newest sciences that attempts to provide the possibilities for success and progress of the
youth by using different sciences. One of the factors affecting on sports education is achievement motivation. Achievement
App. Sci. Report. 10 (1), 2015: 1-7
motivation is considered as an important social incentives and one of personal features of each person that is different from one
to another; and certain behaviors can be predicted according to. Achievement motivation is a tendency to evaluate ourselves’
performance comprehensively regarding to the highest standards, striving for successful performance, and enjoyment of the
pleasure associated with successful performance. Need for achievement; is the desire to do the works well compared to a
standard criteria. The need motivates people to search out the successin competition with excellence criteria. What is common
in all achievement situations, is that the person knows his future performance is a meaningful evaluation of his individual
competency. Standards of excellence motivate the need for achievement due to providing the most significant arena for
evaluating the competency of the person. During lasttwo decades, experts of education and training have paid more attention to
the factors affecting achievement especially motivation and cognition. One of the theories that were studied in this research is
the theory of self-regulated learning. Accordingly, the main framework of this theory is based on the belief that how learners
organize their learning in terms of meta-cognitive, motivational and behavioral beliefs. Chalawat and Dibikz (2005), argue that
self-regulated learning occurs when individuals actively participatemeta-cognition, motivation and behavior fields in their
learning process. Mind map strategies helps learners to justify assignment, focusing on important assignments, organizing
materials and maintaining a productive kind of psychology to learn. Zimmer Man (2010 ), as one of the theorists of cognitive social theory, defined , self-regulated learning strategiesas a form of learning in which the learners rely on their own efforts
instead of teachers, parents and other educational agents to acquire knowledge and skills.
Motivational
beliefs
Self-regulation
learning
strategies
Metacognitive
strategies
Anxiety
of exam
Cognitive
strategies
Internal
valuation
Selfefficac
Figure 1.
Pentrich and Digrout (1992) have proposed the following model for self-regulated learning. According to this mode,
the self-efficacy of thestudents’ beliefs on their own abilities, intrinsicvaluation (the attention student pay to an assignment or a
certain lesson)and anxiety of exam, a specific emotional mood experienced in formal tests or evaluation situations, are
considered as motivational beliefs, cognitive and metacognitive processes as self-regulated learning. Cognitive processes are
learning strategies that improve educational performance of learners by facilitating the process of learning. Metacognitive
beliefs as well pointed out the processes of planning, monitoring and correction of cognitive activities. McKeland believes that
the achievement is one of the personalities, finding which depends on parent’s training methods. He says that, those with high
motivationare grown in the environments in which they are expected for competency. They are given independency in low
ages. There is little authoritarianism and are free from maternal domination. Educational achievement is the speed of students
to complete their basics and different degrees; and is measured according to the amount of its disability or retardation rate.
Generally, self-regulated learning is an important issue for human learning and educational psychologies emphasize on
actively participation of learners in the learning process instead of passive learning experience. Self -regulation has various
definitions. According to the definition of Zimmerman and Shank (1998) self-regulation learning includes the processes that
lead to the activation and the maintenance of cognitive, behavioral and emotional activities, which are directed towards
achieving the goal. The purpose of self-regulation is that, the students have their own design, monitor,and assess of learning
skills and are tended to learn, and also evaluate all monitoring and learning process. Self-regulation ability allows people to
control and monitor their behaviors, measure them by their criteria, and applies for strengthen themselves and others. Using
self-regulated learning strategies can help student achievement. Self-regulatory strategies includesmotivational, cognitive,
meta-cognitive and resource management beliefs; these strategies are correlated significantly with Mathematics Education.
More and more use of self-regulatory strategies, will do better in tasks.Reports show that, the students who are more aware of
these strategies and use them, and also have got more educational motivation or motivational beliefs including self-efficacy,
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App. Sci. Report. 10 (1), 2015: 1-7
higher intrinsic valuation, and less stress of exam have achieved significant successes. Fattahi (2008) in an experimental
research, compared cognitive and metacognitive strategies, and concluded that there is a significant difference between passing
the courses of cognitive and metacognitive strategies and students’ learning performance. The findings of this study show
clearly that strategic behavior increases learning. In a research by Lee (2010) self-regulated learning strategies has been
effective both on the satisfaction of learners and their educational performance; the learners in learner-oriented learning
environment had more self-regulated learning strategies than the learners in space-oriented or teacher-oriented environments.
Mebouti (2008) showed in a research that, most of the students who can regulate and control cognitive, motivational and
behavioral aspects of their educational performance, have been as a successful learner. These findings indicate that selfregulated learning is a predictor of educational success and performance; and the learnersmust learn how to regulate their
performance and maintain their objectives, despite of difficult homework to achieve educationalsuccess. Given the importance
of self-regulatory strategies in learning, this research was to determine the effectiveness of training self-regulated strategieson
achievement motivation of the students in physical education schools. And the main question was whether training selfregulation strategies affect achievement motivation? And accordingly, research hypothesis was that: self-regulation strategies
increases students’ achievement motivation. With respect to the subject and variables, total of 2 questions have been
considered for the study. 1- Whether components of self-regulation strategies has an effect on student achievement the
motivation? 2- Whether components of motivational beliefs affect students’ achievement motivation.
Materials and Methods
In terms of the nature, this study is a quantitative research (descriptive - correlation) and is applied in terms of
objective. Since the study aims to investigate the influence of motivational beliefs and self-regulated learning strategies on
achievement motivation of students in physical education schools, descriptive – correlation method has been used. The study
population is all students in physical education schools of the West provinces (Kermanshah, Kurdistan, and Hamadan) during
academic year of 2012-2013. 285 students were selected as the sample, where the statistical operations have been carried out
on 254 questionnaires due to the incomplete or not submitted questionnaires.
Measuring Tools
Self-regulated learning strategies questionnaire
This questionnaire was designed by Pentrichand Digrout (1990). Navidi, in 2004, turned it into Persian. The
questionnaire consisted of two parts: motivational beliefs (22 items) and self-regulated learning strategies (22 items). Total
items of this scale is 44. Motivational beliefs scale includes three parts of efficacy test, valuation, and anxietyof exam. Selfregulated learning scale includes 2 parts of the use of cognitive and metacognitive strategies test within five options (ranging
from totally disagree to totally agree). In this study, a stratified proportional sampling was used. The investigations of Pentrich
and Digrout (1990)to determine the reliability and validity of the questionnaire showed that, reliability power for triple factors
of motivational, i.e. self-efficacy, intrinsic valuation, and anxiety of exam is respectively 0.82, 0.87, and 0.75; and for 2 factors
of self-regulation learning strategies scale, i.e. cognitive and metacognitive strategies is respectively 0.89 and 0.74. Hermen’s
questionnaire was used in achievement motivation. The questionnaire consisted of 29 4-choices questions used to measure the
achievement motivation level. The scores higher than average indicate high achievement motivation in the individual, and the
scores lower than average indicate low achievement motivation. Sheikh Fini (1994) achieved the reliability of these tests of
0.84 through Cronbach’s alpha. Cronbach's Alpha was used to estimate the reliability of the questionnaire. For this purpose, a
total of 30 copies of the questionnaire was completed by a part of research population; and after the data processing,
Cronbach's Alpha coefficient was calculated for items and mentioned questions. Total of 254 questionnaires were completed
perfectly (response rate = 91%). After the data completion, coding operations, information extraction and transferring them on
computer were performed. After data processing, statistical computation (descriptive and inferential) was carried out by SPSS
15 and AMOS.
Findings
According to the findings, 43% of the respondents weremale and 57% were female. The age distribution of the
respondents indicate that most of themare at 14-18 years of age. (Table1). Results in Table 2 indicate that only 32 percent of
respondents are active in club (team member) and in contrast, 30% of them have Championship (Table 2).
Table 1. Frequency distribution by age
Age
Less than 16
16-18
Above 18
Total
Frequency
70
54
52
254
Percentage
27.56
21.25
20.48
100
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App. Sci. Report. 10 (1), 2015: 1-7
Table 2. Frequency distribution based on history and club championships
4
Club activities
5
Championship history
Yes
No
Yes
No
83
171
78
176
32.76
67.33
30.7
69.29
The result of Table3 shows that there is a positive and 5% significant relationship between age and the achievement
motivation. In other words,the more is the age, the levels of achievement motivation will be more. The results of Table3 also
indicate that there is a positive and 5% significant relationship between the variables of championship history, cognitive and
metacognitive strategies, self-efficacy, and anxiety of exam, intrinsic valuation, and achievement motivation. Thus it can be
stated with 95% confidence that the higher the degree of respondents' use of self-regulatory strategies is more, much more
achievement motivation is reported.
Table 3. Relationship between independent variables with the level of incentives of respondent's development
Variable
Age
Club activities
history of Championship
Cognitive strategies
Metacognitive strategies
Self-efficacy
Anxiety of exam
Internal valuation
r
0.245
0.232
0.421
0.265
0.231
0.276
-0.221
0.489
Sig
0.124
0.021
0.120
0.031
0.022
0.024
-0.038
0.025
To compare the two groups in terms of self-regulation strategies, the results are shown in Table 4. The results showed
that there are significant differences between the views of boys and girls on the self-regulated learning strategies and
motivational beliefs at 95% level. The girls are employing cognitive strategies than boys; and the boys usemetacognitive
methods, anxiety of exam, self-efficacy and intrinsic valuationmore girls. In other methods, there is no significant difference
between boys’ and girl’s perspectives.
Table 4. Comparison of Girls 'and boys' attitudes towards self-regulated learning strategies and motivational beliefs
No
Compared method
1
2
3
4
5
cognitive strategy
Metacognitive strategies
Anxiety of exam
Self-efficacy
Internal valuation
The second group compared
Boy
Girl
Average
Average
65.8
89.3
86.4
68.3
85.1
70.8
79.7
65.2
96.9
57.6
F
Sig
2946.3
2946.3
3059.5
1526.5
12184
0.028
0.519
0.009
0.001
0.000
Figure (2) shows direct and indirect effects of self-regulatory strategies and motivational beliefs on dependent
variable of achievement motivation. Among 5 variables constituted self-regulated learning entered in the model, the
relationship between the five independent variables and the dependent variable was significant,which is shown in the figure.
Q-square obtained in the model shows that there is no significant difference between sample and observed variance covariance matrix. Fitting indices of NFI, CFI and TLI models were respectively, 096, 0.98, and 0.96, which represents
goodfitting of the model. The value of RMSEA equals to 0.02, which is smaller than 0.05and shows good fitting, so the model
is confirmed.
Based on the extracted model, there is a direct relationship between self-efficacy and achievement motivation
(r=0.15). It seems that students with higher self-efficacy are better able to progress. This area provides context for greater
success than others. The second independent variable is the intrinsic valuation; this variable is also directly relatedto the
dependent variable (r =0.13). Another variable that has a direct effect on the dependent variable is exam anxiety; there is a
negative relationship between these two variables (r= -0.20). In this regard, it can be concluded that more students are anxious
for the exam, negative effects on students will be more equally. Self-regulated learning strategies have significant and positive
impact on student achievement motivation changes respectively(r=0.14) (r=0.18).
Table 5.
Independent variable
Motivational beliefs
Self-regulated strategy
Direct effects
0.28
0.32
Indirect effects
0.087
-
Total effects
0.32
0.32
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App. Sci. Report. 10 (1), 2015: 1-7
According to the results of table5, motivational belief is effective on students’ achievement motivation by 0.36 beta
coefficient; better saying, a unit change in standard deviation causes achievement motivation’s standard deviation to be
changed by 0.36. Self-regulation strategies also have positive effects on students’ achievement motivation by 0.321; so that a
unit change in standard deviation causes achievement motivation’s standard deviation to be changed by 0.321.
Figure2. The relationship between self-regulation strategies and motivational beliefs on students’ achievement motivation
Selfefficacy
0.15
Intrinsic
e-1
0.13
valuation
0.11
0.2
0-
Achievement
motivation
Exam
stress
0.1
4
0.35
Cognitive
strategy
0.18
Metacognitive
strategy
0.14
e-2
Figure 2. Chi-square = 2/41, df = 2, NFI = .94, CFI = .98, TLI = .96, RMSEA = .02
Discussion and Conclusion
Education in the 21st century attempts to take an approach in which a deeper attention must be paid to the roles of
self-regulated learning strategies as main axis of learning, because the new ICT as an exciting factor of innovation has
provided the facilities by the changes in different human civilizations that converted training approach to learning. Given this
context, the role of self-regulation strategies becomes more important than ever.Making students motivated and interested in
learning educational activities in education system through cognitive and metacognitive strategies is an issue have to be more
noticed by the officials of education system. The findings of this study is response to the research questions showed that
metacognitive strategies (repetition and review, semantic expansion, and organization) have the most effect on achievement
motivation of the learners. There is a significant difference between the role of cognitive strategies, self-efficacy, exam stress,
and intrinsic valuation among girls and boys; this difference can be due to attention to physical and social situations of the two
groups. Data analysis showed that: the hypothesis; i.e. training self-regulated strategies and motivational beliefs increase
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App. Sci. Report. 10 (1), 2015: 1-7
achievement motivation of students, is confirmed. The effectiveness of using self-regulated strategies to increase achievement
motivation has been reported by several authors such as Yang and Lini (2010), Akar and Aktamis (2010), Dermitzaki,
Yondari, and Godas (2009), Ohoso and Vakgenat (2009), MC Donald and Palfy (2008), and Croner and Birman (2007). This
conclusion is consistent with the findings of other researchers such as Ansari (2008), Ali Aghdam (2008), Varzdar (2009),
Fattahi (2008), and Emadi (2007). In the present study, the relationship between championship history and achievement
motivation was not significant, while other researches indicated that expert champions have higher achievement motivation
rather than ordinary athletes. While Bakhtiar Poor believes that there is no significant relationship between age and
achievement motivation. This result was approved in the present research, and there was no significant relationship between
these two. Motivational beliefs variables with beta coefficient of 0.36 are effective on achievement motivation of students. In
other words, a unit change in standard deviation causes achievement motivation’s standard deviation to be changed by 0.36.
Self-regulation strategies also have positive effects on students’ achievement motivation by 0.321; so that a unit change in
standard deviation causes achievement motivation’s standard deviation to be changed by 0.321. The differences between girls
and boys on self-regulation learning strategies, the results showed that there is a significant relationship between self-regulated
learning strategies among girls and boys. This finding is not consistent with the findings of researches by Pentrich and Digrout
(1990), Andreman and Yang (1994), and Kojov, Molavi, and ShiraziTehrani (2003). Regarding to the findings of the study, it
is recommended to use educational strategies in order to improve achievement motivation level in students as follows:
Directing students in setting realistic targets according to their abilities. In this regard, the interaction of parents with
educational supervisors to coordinate educationalprograms, both in educational and home environment is necessary.
Not easily discouraged in the face of failure.
Encourage parents to perform realisticassessment of their children’ capabilities and having rationale expectations
Verbal persuasion that is effective method in increasing the confidence of individuals; the parents are alwaysadvised
to use of self-regulated learning strategies.
Encourage students to rely on their abilities and not merely to encourage others.
Teaching students to focus on the objective and careful planning to achieve it.
To convince students about the importance of giving performance feedback and not human feedback; since
developmental psychologistsbelieve that creatingintrinsic motivation is a powerful factorforcognitive development of
individuals.
Attention of officials to prepare appropriate curriculum based on cognitive and psychological conditions of students
that can absorb them to the curriculum, so they can focus on their assignments by their own natural intentions and will less
attention to the external awards of teacher or his motivating methods. Discovery learning is effective in this regard.
Since the quality of achievement motivation is different in various stages of growth and evolution; introduction to the
basics of evolutionary psychology on motivation is necessary for the officials of education Department; and its prediction is
one of fundamental basis of educational and sports planning. Training responsible can achieve more significant successes in
growth and developmentby paying attention to annual changes of textbooks which is followed by the improvement of
achievement motivation of students.
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