A Study and modeling of e-learning and self-regulated learning strategies in University of Mazandaran students

The aim of this study was conducted relationship between e-learning and self-regulated learning strategies in University of Mazandaran students. The research method is descriptive and data analysis method is structural equation modeling. The statistical population of the present study includes all students in University of Mazandaran in the academic year 1300-1400, Contains to 1300 people. The sample size was 373 based on Krejcie and Morgan table. The sampling method is random based on electronic survey. Two questionnaires were used to collect data: Wan`s questionnaire for measuring the capabilities and application of the learning management system, the reliability of which was 0.85 according to Cronbach's alpha method, as well as the Self-regulated learning strategies and motivational beliefs questionnaire (MSLQ), Pintridge and De Groot (1990). The validity of the questionnaire was confirmed and their reliability was obtained by Cronbach's alpha method of 0.97 and 0.91, respectively. Data analysis was mapped and fitted using 24AMOS software.The results of the research correlation coefficient showed that the capabilities of the learning management system have a positive and significant relationship with motivational beliefs and self-regulated learning strategies (cognitive and metacognitive strategies). All dimensions considered for the two variables of e-learning capabilities and self-regulated learning strategies have a significant factor load (P <0.05, t <1.96) and indicate the validity of the structure and approval of the measurement part of the model. Therefore, it can be concluded that e-learning increases self-regulatory learning strategies among students and also students' positive attitude towards e-learning will help them to use more self-regulatory techniques in learning and ultimately more progress and success to gain.