Assessing the relationship between Motivational Strategies of Learning and Valuing Tasks in the Academic Achievement of Students in Virtual the University of Isfahan

The present study aimed to investigate the relationship between motivational strategies of learning and valuing tasks in the achievement of students of the Virtual University of Isfahan, Iran.

In this descriptive study, college students at the Virtual University of Isfahan were enroleld, of whom 136 were selected using proportional sampling. To assess the research component the standardized questionnaire of Motivational Strategies for Learning (MSLQ) developed by Pintrich and DeGroot was used. Its validity was adjusted using the content-based approach and a reliability of 0.67 was obtained using Cronbach's alpha. Data were analyzed Using descriptive statistics, independent sample t-test, and correlation coefficient.

The mean±SD score of using repetition and mental rehearsal strategies of virtual students was 2.76±0.429 (error=0.05), which was less than the average level (average weight=3). However, mean±SD levels of using semantic (3.78±0.593) and organizational (3.13 ±0.499) development strategies and valuing tasks (3.41± 0.371) were higher than average (average weight=3). Also the results of the correlation test showed a significant relationship between the use of mental strategies, organization strategies, semantic expansion, and valuing tasks and academic achievement in virtual students.

In order to motivate students, an emphasis should be made on applying diverse and suitable learning strategies and the students interests and desires should be considered in compiling such courses in order to make them more attractive.