Relationships between Environmental Perceptions of Family, Motivational Beliefs and Self-regulating Learning: Testing a Causal Model

The aim of this research was to study the relat ionsh ips between environmental perceptions of family and motivational beliefs with self-regulating learning, by a causal model. A sample of 685 third grade heigher school students in Tehran were selected. All subjects were boys and the samplingmethod was cluster multi-level. The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich and DeGroot, 1990), the Students Achievement Goal Orientation (Midgly etal. 1997) and the Perceptions of Parents Scales (POPS) (Grolnick etal. 1997) were administrated on all subjects. The questionnaires validity and reliability were satisfied. The results of Pearson correlation showed that mutual correlation between self-re gulat ing le ar n in g (co gn it ive, metacognitive and resource management), family environmental perceptions (warmth and autonomy support) and motivational beliefs (mastery, approach-performance and avoiding-performance) components were significance. The results of structural equating modeling (SEM) showed that the proposed model was accepted and the fit index was not significant (GFI=0/97, RSMEA=0/048). All path or structural coefficients of purposed model were significant.