The Causal Relationship between Internal Motivation, Academic Engagement and Academic Self-Regulation with Academic Performance mediated by Self-Directed Learning in High School Students in Bandar Abbas

Document Type : Research Article

Authors

1 1. Associate professor, Department of Educational Sciences, Research Center of Educational and Behavioral Sciences, University of Hormozgan, Bandar Abbas, Iran

2 Assistance professor, Department of Counseling, Research Center of Educational and Behavioral Sciences, University of Hormozgan, Bandar Abbas, Iran

Abstract

Objective: The purpose of this study was to investigate the causal relationship between academic motivation, academic engagement and self-regulation with academic performance mediated by self-directed learning. To this end, in the proposed model, academic motivation, academic engagement and academic self-regulation as a predictor of academic performance and self-directed learning as a mediating variable have been evaluated.
Methodology: The statistical population consisted of all high school students of Bandar Abbas, The study sample were 390 people (195 girls and 195 boys) that selected randomly. In this study, self-regulation learning, self-directed learning, academic engagement and internal motivation questionnaires were used to collect data. The proposed model was evaluated using structural equations modeling.
Findings: The results showed that all path coefficients between variables were statistically significant. In this model, the relationship between academic motivation, academic engagement and academic self-regulation with academic performance was positive and significant. Also, the relationship between self-directed learning and academic performance was positive and significant. Indirect relationships were investigated using bootstrap method, which showed that all indirect assumptions were confirmed.
Conclusion: The findings of the research generally supported the role of motivational variables in academic performance and considered and emphasized self-directed learning as a mediator variable in the relationship between these variables and academic performance. Accordingly, it is recommended that school counselors and teachers consider the self-directed learning in the instruction process.

Keywords

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 7, Issue 12
August 2019
Pages 47-68

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