performance-oriented progress goals

In the time being, teaching self-regulation to learners is a critical concern which helps them to adapt themselves to changes and unpredictable events easily. Hence, the present study examined the effectiveness of teaching motivational self-regulation strategies in academic self-efficacy with the moderating role of the effects of mastery-oriented and performance-oriented goals among first-level high school students.

The present study was a semi-experimental with a pre-test, post-test and a control group. The population consisted of 4752 grade 9 students in Karaj. The self-efficacy was measured among students. Data were then collected and multivariate analysis of covariance was used for data analysis.

The results showed that teaching Motivational Self-Regulation Strategies (MSRSs) had a significant positive effect on students' academic self-efficacy (p<0.05), whereas the effect of teaching mastery-oriented and performance-oriented goals on self-efficacy was insignificant.

It can be concluded that teaching MSRSs has a positive effect on the academic self-efficacy of first-year high school students. However, performance-oriented and mastery-oriented goals cannot moderate the effects of teaching MSRSs on self-efficacy.