Mashhad Razavi Hospital Razavi Journal of Medicine 3115-753X 5 3 2017 09 30 The Effectiveness of Teaching Self-adjustment-based Learning Strategies in Understanding Students’ Competencies and Motivational Beliefs 37 42 113536 10.30483/rijm.2016.118376 EN Parvin Parhami Alamdari Department of General Psychology, College of Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran Mojgan Nickname Faculty Member, Department of General Psychology, College of Psychology and Social Sciences, Roudehen Branch, Islamic Azad University, Tehran, Iran Journal Article 2016 05 20 <strong>Background:</strong> Self-adjustment-based learning is an important educational, scholarly, and experimental approach in educative, cognitive, and clinical psychology.<br /><br /><strong>Objectives: </strong>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.<br /><br /><strong>Methods:</strong> 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).<br /><br /><strong>Results: </strong>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.<br /><br /><strong>Conclusions: </strong>Teaching self-adjustment-based learning strategies helps to enhance motivational beliefs. https://journal.razavihospital.ir/article_113536_ad590aea1e6d6e9dcf18afa4643148b6.pdf