The Effectiveness of Teaching Self-adjustment-based Learning Strategies in Understanding Students’ Competencies and Motivational Beliefs

Document Type : Original Article

Authors

1 Department of General Psychology, College of Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Faculty Member, Department of General Psychology, College of Psychology and Social Sciences, Roudehen Branch, Islamic Azad University, Tehran, Iran

Abstract

Background: Self-adjustment-based learning is an important educational, scholarly, and experimental approach in educative, cognitive, and clinical psychology.

Objectives: The present study was aimed to examine the effectiveness of teaching self-adjustment-based learning strategies in understanding of Islamic Azad University’s (Research and Science Unit in Tehran) students’ competencies and motivational beliefs.

Methods: Research method was practical in terms of objective; and in terms of data collection method, it was quasi-experimental with pre-test, post-test type. The statistical population of the study consisted of all psychology students in Islamic Azad University,from whom 30 individuals were selected for a control group (15 individuals) and an experimental group (15 individuals), using a convenience sampling method. Data were collected using a self-made questionnaire for competency comprehension and Pintrich and DeGroot’s motivational strategies for learning questionnaire. The analysis of the obtained data was done through SPSS software in two sections: descriptive (frequency, percentile frequency, mean, standard deviation, and variations) and inferential (covariance analysis).

Results: Results showed that teaching self-adjustment-based learning strategies affects Islamic Azad University’s psychology students’ understanding of competencies and motivational beliefs. In addition, findings showed that due to self-adjustment-based learning strategies, students’ understanding of competencies increased.

Conclusions: Teaching self-adjustment-based learning strategies helps to enhance motivational beliefs.

Keywords

Open Access Policy: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/

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Razavi International Journal of Medicine
Volume 5, Issue 3
September 2017

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