kamyar azemi; Mehdi Arabzadeh; Marziyeh Amini
Abstract
The aim of this study was to investigate the relationship between achievement goal orientation and academic self-efficacy with academic delay of gratification through the mediating role of self-regulation learning. Participants of the present study included 220 students (124 boys and 96 girls) of high ...
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The aim of this study was to investigate the relationship between achievement goal orientation and academic self-efficacy with academic delay of gratification through the mediating role of self-regulation learning. Participants of the present study included 220 students (124 boys and 96 girls) of high school students in Ahvaz city who were selected by multi-stage random sampling. In order to measure the variables of the research, scales was used in the study of Bembenutty and Karabenick academic delay of gratification, Pintrich and de Groot self-regulation learning, Elliot & Murayama achievement goal orientation and Morgan-Jinque's academic self-efficacy and Morgan-Jinks academic self-efficacy. The reliability and validity of the scales used through the Cronbach's alpha coefficient, split-half and confirmatory factor analysis were established. Using the SPSS and AMOS software and the Preacher and Hayes method the proposed model was investigated. The results showed that, first, the direction of the achievement goal orientation and academic self-efficacy were directly and positively predictive of self-regulation learning. Secondly, self-regulation learning is directly and positively predictive of academic delay of gratification. Thirdly, self-regulation learning has a mediating role between the achievement goal orientation and academic self-efficacy with academic delay of gratification. Therefore, attention to effective cognitive and motivational variables from one side, reduces the consequences of failure in the school and, on the other side, provides a suitable environment for increasing learning and improving performance.
