Determination of the relationship between self-efficacious beliefs, goals of progress and the learning strategies with academic achievement Of students

The purpose of this research was to determine the relationship between self-efficacious beliefs, goals of progress and the learning strategies with academic achievement of students

This study is a descriptive correlational study based on the purpose of the applied type and based on the data collection method. The population of the study consisted of all students in the area of ​​Tabriz in the academic year of 2017-2018 (1,400). From this society, 300 students were selected by multi-stage cluster sampling method. Then, questionnaire on spontaneous learning strategies, development goals questionnaire and self-efficacy beliefs questionnaire was applied to students. Students were also used to measure their academic achievement. To analyze the hypotheses, Pearson correlation and multiple regressions were used simultaneously.

The results of correlation coefficient showed that between self-efficacy beliefs with learning strategies (r = 0.446), between self-efficacious beliefs with academic achievement (r = 0.858), between goals of progression and learning strategies (r = 0.752) and there is a relationship between progress with academic achievement (r = .389). The results also showed that self-efficacious beliefs, goals of progress and learning strategies can significantly predict academic achievement (p <0.01).

This study has recommendations for psychologists, counselors, parents and teachers on academic achievement.