The Role of Educational Identity and Objectives Orientation in Forecasting the Metacognitive Strategies of Self-Regulatory Learning"

The purpose of this study was to investigate the role of academic identity and target orientation in predicting meta-cognitive strategies of self-regulation learning. For this purpose, 155 first-year undergraduate students at Birjand State Universities in the academic year 2015-2016 Were selected by multistage random cluster sampling. Contributors to the Wass & Isaacson Identity Questionnaire (2008); Meggli's Objective Orientation Scale (1998) and the Motivational Strategies Questionnaire for Learning Pentrich and De Groot (1990). The formal validity of the questionnaires was confirmed by experts And Cronbach's alpha coefficient for educational identity (0.80), target orientation (0.93) and motivational strategies for learning (0.86). The results were analyzed using Pearson correlation and linear regression tests using SPSS software. The results of the research showed that there was a significant positive relationship between the variables of the educational identity base and the target orientation (32%) with the criterion variable for metacognitive strategies is self-regulation learning And the beta value (0/526) for the target variable of goal orientation showed that while the effect of academic identity variable on self-regulation learning, The goal orientation variable can be a stronger predictor of self-learning metacognitive strategies. In the study of sub-variables, the results also showed that along with the successful academic identity component (38%) as a strong predictor Strong Metacognitive Strategies for Self-Regulatory Learning; Objective Orientation (8%) can also explain the tendency to use these strategies.