The Evaluation of relationship between Motivational Beliefs and Self-Regulated Learning Strategies with Educational Outcomes of students in Health Faculty of Ahvaz Jundishapour University of Medical Sciences

This study examined the relationship between motivational beliefs and self-learning strategies and academic performance of students in the Faculty of Medical Sciences, Ahvaz Jundishapur University. In this study, 200 students were selected by random cluster sampling. Two questionnaires were used to assess the variables of self-regulated learning strategies (SRLS) and motivational strategies for learning (MSLQ). Moreover the students’average scores that already had been passed were used to Measure the academic performance of students in units. The multivariate analysis (logistic regression) showed that the self-regulated learning strategies’ initiatives include seek help from a teacher, seek help from adults captured, and recorded notes and also among motivational strategies for learning cognitive strategies and test anxiety components can be the best predict of academic performance. Based on deserving students develop ment and improve ment in learning skills such as self-regulated learning strategies and cognitive strategies to broaden their knowledge and improve their academic performance and academics, The authors proposed, creating a relaxed atmosphere without the stress and yet challenging to learn give students more opportunities to learn.