Predicting Self-Regulated Learning Based on Students’ Motivational Beliefs, Intelligence Beliefs, and Perception of Classroom Atmosphere in Students at Gifted Schools: The Mediating Role of Self-Efficacy and Achievement Goals

Self-regulated learning has a very important role in students’ education and learning processes and academic self-efficacy and achievement goals are effective factors in developing this ability. In this regard, the purpose of this study was examining a prediction model of self-regulated learning based on students’ motivational beliefs, intelligence beliefs, and perception of classroom atmosphere while considering the mediating role of self-efficacy and achievement goals in students at Iranian gigted schools.

The present study was a descriptive correlational study. The statistical population included all eighth grade high school students at gifted schools in Tehran in 2020-21 school year. Four hundred students were selected through cluster random sampling. The research tools consisted of the General Self-Efficacy Scale (GSES) (Sherer et al., 1982), Motivational Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1990), Perceptions of Classroom Atmosphere Questionnaire (Rovy, 2002), Intelligence Beliefs Questionnaire (Abdolfattah and Yiths, 2006), and Achievement Goals Questionnaire (Midgley, 1988). The collected data were analyzed through structural equation modeling (SEM) technique.

According to the results, the variables of achievement goals, self-efficacy, intelligence beliefs, motivational beliefs, and perception of classroom atmosphere had a positive and significant relationship with self-regulated learning (P<0.01). Moreover, the findings confirmed the mediating role of self-efficacy in the relationship between self-regulated learning and motivational beliefs and perception of classroom atmosphere and the mediating role of achievement goals in the relationship between self-regulated learning and motivational beliefs.

The results showed the desirable status of the fit indices of the research model. Furthermore, motivational beliefs variable had both direct and indirect effects on self-regulated learning variable.