Relationship between " Cognitive and Emotional Engagement of Learning" and " Self-Efficiency" of Students; Farhangian University of Isfahan

Educational involvement is one of the concepts employed by different investigators in education and training field and it is considered as learning attitude by recent researches. It has been shown that self-efficacy is associated with learning attitude components. The aim of this study was to investigate the correlation between emotional and cognitive attitude of learning and students self-efficacy. This descriptive-correlational study was done In Isfahan in 2012. The study was done on 138 final term Bachelor of Science students of the Isfahan Shahid Rajai Higher Education Center of Farhangian University. The subjects were selected by census sampling method. Data collected via Motivated Strategies for Learning Questionnaire (MSLQ) containing self-efficacy، Endogenous values، the exam stress، cognitive strategies and self-regulative learning sub-scales. Data were analyzed using SPSS 16 by Pearson correlation coefficient، multivariate and simultaneous regression and One-way ANOVA tests. There was no significant correlation between cognitive and emotional attitude and self-efficacy based on students educational field (p>0. 001). There was a significant and positive difference between cognitive and emotional attitude and self-efficacy (p<0. 001). Also، emotional attitude was a stronger predictor for self-efficacy compared with cognitive attitude. There is a positive and significant correlation between learning emotional and cognitive attitude with teachers-students self-efficacy. Self-efficacy increases with emotional and cognitive attitude enhancement. Learning emotional attitude is stronger to predict self-efficacy.