To explore the relationship between self-regulated learning strategies, motivational beliefs, and students' academic achievement, a sample of 170 high school students in Oshnaveeyeh were selected through a cluster sampling method that completed the Motivational Learning Strategies questionnaire. Data analysis shows that the self regulated learning strategies are correlated with students academic achievement and as such the latter is predictable by all constituents of the former.
Mohamadameenee, Z. (2008). The relation between self regulated learning strategies, motivational beliefs, and students\' academic achievement. The Journal of New Thoughts on Education, 4(4), 123-136. doi: 10.22051/jontoe.2008.228
MLA
Z. Mohamadameenee. "The relation between self regulated learning strategies, motivational beliefs, and students\' academic achievement". The Journal of New Thoughts on Education, 4, 4, 2008, 123-136. doi: 10.22051/jontoe.2008.228
HARVARD
Mohamadameenee, Z. (2008). 'The relation between self regulated learning strategies, motivational beliefs, and students\' academic achievement', The Journal of New Thoughts on Education, 4(4), pp. 123-136. doi: 10.22051/jontoe.2008.228
VANCOUVER
Mohamadameenee, Z. The relation between self regulated learning strategies, motivational beliefs, and students\' academic achievement. The Journal of New Thoughts on Education, 2008; 4(4): 123-136. doi: 10.22051/jontoe.2008.228
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