The prediction model of academic performance of students of distance education based on individual variables self-regulation strategies and motivational beliefs

The general purpose of this paper is to present a predictive model of the academic performance of blended education students based on motivational beliefs variables and self- regulated learning strategies. The relationship among studied variables has been investigated via a proposed model. The target population included all male and female undergraduate students of Payam Noor University of Ardebil in the school year 92-93. The sample of 280 students of Payam Noor University of Ardebil were selected by using stratified random sampling method. Small scales of self-efficacy, task value, goal orientation, and regulatory learning strategies were used which were selected from the motivated strategies for learning questionnaire (MSLQ) By Pintich et al (1991) and the average scores of students were used as assessment instrument to assess their academic performance. Findings from data analysis showed that the data were good fitted with conceptual model. In the model, self-efficacy and self-regulation strategies mediate the effects of goal orientation (internal and external) and task value on academic performance. As a whole one can say that in case of the effects of internal and external variables on blended educational model, internal goal orientation and self-efficacy and self-regularity learning strategies have the most effect on academic performance. Therefore, intervention and help improve academic performance of students in the education system should be based on the influential variables.