The relationship between self-regulation learning strategies, motivational beliefs and the academic performance of students at Alborz University of Medical Sciences in 2016

Based on self-regulation learning theory, cognitive components are considered motivational and academic performance of a series of intertwined and related entities. This study investigated the relationship between self-regulated learning strategies and motivational beliefs and academic performance of students enrolled at Alborz University of Medical Sciences in 2016.
:In this analytical cross-sectional study, 352 students at Alborz University of Medical Sciences studying in year 2016 were enrolled in the study through stratified random sampling. The Motivated Strategies for Learning Questionnaire (MSLQ) assessment device was used to collect data and the students’ average scores were used to assess the academic performance of Students intheir course works. The data were analyzed by SPSS-V. 19 software using descriptive statistics and ANOVA, t-test and Pearson correlation co-effiicients.
There was a positive and significant correlation between the dimensions of cognitive learning strategy and academic achievement. (p It seems that by designing educational intervention strategies for self-regulation learning and strengthening motivational beliefs in students of Alborz University of Medical Sciences, better academic achievements can be anticipated.