Structural Equations Modeling of Relations between Abilities of the Learning Management System to Improvement Motivational Beliefs and Self-Regulation Learning Strategies of Virtual Students in University of Isfahan

Document Type : Research Article

Authors

1 Assistance professor, university of Isfahan

2 PhD students in higher education management, university of Isfahan

Abstract

Objective: The purpose of this research was studying the Assessment of relations between Abilities of the learning management system to Improvement Motivational Beliefs and Self-regulation learning strategies of Virtual Students in University of Isfahan.
Method: The method of the research was descriptive correlative and its analyzing method was structural equations modeling. Statistical population of the research consist in all Virtual Students in University of Isfahan, totaled 311 persons in year 2016-2017. The sample size was selected totaled 170 persons based on Krejcie and Morgan(1970) table .Since 15 questionnaires was not returned, Finally, 155 questionnaires were analyzed. Sampling method was proportional stratified random sampling. To collect information, researcher has used two questionnaire, one Researcher-made questionnaire, Abilities of the learning management system, and the other Self-Regulation Learning Strategies and Motivational Beliefs questionnaire (MSLQ) Pintrich and De Groot (1990). Validity of instruments were confirmed and the reliability of questionnaire were determined through cronbach alpha coefficients that resulted in 0.97 and 0.91 respectively. Collected data were analyzed using software SPSS 23 and Lisrel.
Result: The results of correlation coefficient test revealed that Abilities of the learning management system has a direct and significant relation to Motivational Beliefs and Self-regulation learning strategies (Cognitive and Metacognitive Strategies) (P≤0.05).
conclusion: the results of structural equations showed that the abilities of the learning management system with path coefficients of 0.79, 0.58 and 0.55, respectively explain 62, 34 and 30 percent of the variance of cognitive Strategies, metacognitive and motivational beliefs.

Keywords

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 7, Issue 12
August 2019
Pages 87-108

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