The Mediator Role of Self- Regulated Learning Strategies in Relationship of Motivational Believes and Academic Values of General Pharmacy Students- The Case: Jahrom University of Medical Sciences

Background of Universities should not only be limited to teaching knowledge and courses but must give students the necessary skills for adapting to changes. The main purpose of this study was the mediator role determination of self- regulated learning strategies in relationship of motivational believes and academic values in Jahrom University of medical sciences general pharmacy students. The research method is cross correlation. The population was all of Jahrom University of medical sciences general pharmacy students at 2012- 2013 academic year (338 students). Using random sampling method and Cocran formula 200 students were selected. Research instrument was two questioners; motivational learning strategies and academic values questioner that distributed after validity and reliability calculation. Data analyzed by inferential statistical methods. The results showed that students’ motivational believes predict academic values and self- regulated learning strategies. Also determined that self- regulated learning with motivational believes control predict students’ academic values and self- regulated learning has mediator role in relationship of motivational believes and students’ academic values. Growing learning form which learners assume primary responsibility for learning experience planning, implementation and evaluation will become the self-regulation learners that finally can be stringed their values for earn high grades and do challenges and new home works.