This study was conducted aiming to investigate the mediating role of motivational regulation strategy in relationship between metacognition and academic buoyancy. The participants were 336 (170 women and 166 men) undergraduate students from Shiraz University selected by random multistage cluster sampling method. The participants completed three measures: Academic Buoyancy scale (Dehghanizadeh & Hosseinchari, 1391), Motivational Regulation Strategies Inventory (Wolters, 1999), and Metacognitive Awareness Inventory (Schraw & Dennison, 1994). Cronbach alpha coefficient was used to examine the reliability of the Scales. To determine the validity, confirmatory factor analysis was applied. The findings showed the reliability and validity of all instruments were at satisfactory level. The results indicated that the model had a good fitness with the data. Metacognition could predict academic buoyancy in a direct mannar. Moreover, motivational regulation strategy had a mediating role in relationship between metacognition and academic buoyancy. According to this reseach findings, it can be concluded that the metacognition can affect students’ academic buoyancy in a positive manner through increasing use of motivational regulation strategy.

The growing recognition of regulation of motivation as an important part of the self-regulation with a direct impact on learning requires more careful assessment to aid the learning process and therefore, valid tools are needed. This study endeavored to explore Psychometric properties of Brief Regulation of Motivation Scale (BRoMS).

The population of this cross sectional study was the students of Isfahan Medical University in the second semester of the academic years of 2019-2020, of which 400 student (155 boys and 245 girls) were selected by cluster sampling method and they responded to Brief regulation of motivation scale (BRoMS), Harter Educational Motivation Questionnaire (HEMQ) and Motivated Strategies for Learning Questionnaire (MSLQ).

Cronbach's alpha coefficient of BRoMS was obtained through internal consistency method (.92) and by split-half method (.88) which shows appropriate reliability of test scores. Significant positive correlation was found at p<0.01 between BRoMS and the other two scales indicating concurrent validity. Using exploratory factor analysis, two factors were confirmed: regulation of motivation and willpower. Confirmatory factor analysis confirmed the consistency of the questions with the scales of this questionnaire.

It can be confirmed that BRoMS has good psychometric properties and can be employed as a diagnostic and instrument for measuring regulation of motivation.

During education, self-regulation strategies of motivation maintain and improve motivation. Undergraduate anesthesia students employ motivation regulation strategies due to their challenging academic conditions. This study endeavors to determine the extent undergraduate anesthesia students use motivation regulation strategies as well as the relationship between these strategies with age, gender, marital status, academic year and number of completed online semesters.

This cross-sectional descriptive study was conducted among 358 students in the 2022 academic year. Convenient sampling was used and data gathered using Norouzi et al.'s (2020) questionnaire. As to descriptive analysis of data and the relationship of strategies with demographic variables, Mann-Whitney U test, Kruskal–Wallis H test and Spearman's correlation coefficient were used. The correlation between strategies was measured with Spearman's correlation coefficient, the mean score of the subscales was standardized, and the difference between the means was shown by analysis of variance with repeated measurements.

The results revealed that Spearman's correlation coefficient between all subscales was above 0.3. Gender, number of online semesters with regulation of situational interest strategy, and marital status variables with preventive situational awareness strategy and relational strategy, respectively (p<0.05) were related. However, the age variable had an inverse correlation with the environmental organization and situational interest regulation subscales (p<0.05), the standardized score of undergraduate anesthesia students in most of the subscales were significantly different p< .001.

The results of this study suggested that undergraduate anesthesia students do not use motivational regulation strategies to the same extent. Besides, some motivational regulation strategies are related to demographic variables.

The present study was an attempt to improve academic achievement motivation in English and Arabic courses through multimedia instruction. The population of the study was all male third grade high school students in Sarepolezahab. Through convenient sampling, 20 students were selected and were randomly assigned to two experimental and control groups. The instrument which was used to gather the data was Welrend et. al.'s (1991) academic motivation questionnaire. The data was analyzed conducting independent samples T-Test and MANOVA. The results showed that there was a significant difference between the experimental and control groups post tests. (p=0.001). Also, the results revealed that there was a significant difference between intrinsic motivation and the subscales of intrinsic motivation to accomplish things (p=0/008), to Know understanding (p=0/006), identical regulation (p=0/010), and amotivation (0=0/001). But, related to intrinsic motivate experience stimulation and external motivation for introjection and external regulation subscales, the difference was not significant. Because of the significant relationship between the studied variables, multimedia method is suggested to promote academic motivation.

This study was undertaken to examine the role of parental involvement dimensions in the academic motivation of primary school 6th graders in Babol. This research had a descriptive, correlational design. The statistical population of the study was comprised of 6th graders, along with their parents in school year 2017-18. The sample was drawn via one-stage cluster sampling method and based on Miles and Shevlin graphs and it included 273 students and their parents. For the purpose of data collection, Family Involvement Questionnaire (Grover, 2015) and the Elementary School Motivation Scale (Guay et al., 2005) were utilized. The results demonstrated that the two dimensions of home-based involvement and school-based involvement were positively associated with intrinsic motivation in reading, writing, and mathematics; however, the  home-school dimension had no meaningful relationship with internal motivation. Home-based involvement was negatively correlated with external regulation in writing. All three dimensions of parental involvement had a positive relationship with identified regulation in reading and writing; nevertheless, this association was not observed in math. The results of the model revealed that parental involvement has a positive effect on intrinsic motivation as well as identified regulation. Results of regression analysis indicated that none of the parental involvement dimensions could predict external regulation; nonetheless, home-based involvement emerged as the predictor of intrinsic motivation and identified regulation. Given the positive impact of parental involvement on students’ academic motivation, it can be concluded that enhancing parental involvement can help improve students’ learning.

This study examined students’ profiles regarding motivation orientations and tested whether profile groups differed on metacognitive competencies. The study was performed on Tabriz high school students. The instruments employed in the study were The Academic Motivation Scale and Students’ Motivational-Metacognitive Competencies Questionnaire. The results revealed 4 profile groups: (a) students with low level of both controlled and autonomous motivation, but high level of amotivation (b) students with moderate level of controlled motivation, but high level of amotivation, (c) students with high level of both autonomous and controlled motivation, but low level of amotivation and (d) students with high level of autonomus motivation. In addition,it was found that students in the high autonomous/high controlled group reported the highest degree of metacognitive competencies. Hierarchical cluster analysis method, discriminant analysis and MANOVA was used to determine the optimal cluster structure of students.

This research was conducted to study the relationship among basic psychological needs, academic motivation and student's academic engagement (in English language) in Structural Equation Modeling method. Using stratified sampling, 423 (127 males and 296 females) secondary and junior students were selected to participate in the study. They replied to the basic psychological needs, academic motivation and academic engagement Questionnaires. Structural equation modeling revealed that basic psychological needs satisfaction exerted a direct, significant influence upon intrinsic motivation, Identified regulation, Interjected regulation and an indirect one upon academic engagement. In addition, basic psychological needs had a negative direct influence upon amotivation, while the direct influence of related on extrinsic motivation was not significant. Intrinsic motivation, Interjected regulation and Identified regulation had a positive direct influence upon academic engagement, while the direct influence of related on amotivation was negative and significant. Additionally, the direct influence of related on extrinsic and interjected regulation was not significant. In general, findings of this study suggested basic psychological needs had influence on student's English language engagement through the meditational effects of academic motivation.

Different variables such as motivation, self-esteem, and learning methods can affect the learner during learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of nursing students and to compare their academic achievement considering these profiles. This study was conducted with a comparative-descriptive method. The participants were 181 undergraduate nursing students in Tabriz Faculty of Nursing, at academic year (2011-2012) who completed the AMS (Academic Motivation Scale). Internal consistency reliability (Cronbach’s alpha) of the scale showed that this scale was reliable (α=0.73 to α=0.86). The instrument has 28 questions divided into seven subscales that measure intrinsic motivation (to know, toward accomplishment, to experience stimulation), extrinsic motivation (external regulation, interjected regulation, identified) and motivation. The criterion for academic achievement was students’ total average in the previous semester. The methods of hierarchy cluster analysis, ANOVA, MANOVA were used for data analysis using SPSS software. Cluster analysis revealed three motivational profiles for the students: 9% of the subjects were placed in the low quantity motivation group (low levels of both intrinsic and extrinsic motivation, but high level of motivation), 46% were placed in the moderate quantity motivation group (moderate levels of intrinsic, extrinsic motivation, and motivation), the high quantity motivation group (44%) (high levels of both intrinsic and extrinsic motivation, but low level of motivation). The academic achievement of low quantity motivation group was lower than the other clusters (p<0.05). Moreover, female subjects had higher autonomous motivation compared to the male subjects (p<0.01). Fourth grade students had the highest motivation level (p<0.005). IThe findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, particularly the senior ones during the academic years.