Modeling the effect of motivational strategies and learning through will on the learning resource management strategies of graduate students

Document Type : Original Article

Authors

1 PhD student in educational psychology, Khomein branch, Islamic Azad University, Khomein, Iran

2 Associate Professor of Counseling Department, Khomein Branch, Islamic Azad University, Khomein, Iran.

3 Assistant Professor, Counseling Department, Faculty of Humanities, Khomein Branch, Islamic Azad University, Khomein, Iran.

Abstract

Introduction and purpose: This research was conducted in order to present a model for the effect of motivational strategies and learning through will on the learning resources management strategies of postgraduate students.

Research methodology: research method in terms of main strategy: quantitative; In terms of purpose: practical; In terms of implementation method: field and documentation, and in terms of analytical technique: descriptive-correlation. The statistical population of this study consisted of post-graduate students (major and doctoral) in the second semester of the academic year 1397-1398 at Mohaghegh Ardabili University, who were studying in different fields. At the time of conducting the research, these students had experienced the educational system for at least two semesters. The size of the population is reported to be approximately 1159 people. The sampling method in this research was simple random sampling. The overall sample size based on the Krejci-Morgan table, considering the error α = 0.05; About 289 questionnaires were considered, and after completing and refining them, 256 questionnaires could be analyzed. In this research, the questionnaire of motivation strategies for learning and the questionnaire of will were used to collect data, the questionnaire of motivation strategies for learning Pintrich et al. ) containing three components of motivation (with reliability α = 0.88), learning strategies (with reliability α = 0.92) and learning resource management strategies (with reliability α = 0.77) in the form of fifteen subscales; And the Arde questionnaire with five components and twenty-one questions (with a reliability of 0.83), which was compiled

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References

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Applied Educational Leadership
Volume 5, Issue 2
July 2024
Pages 196-211

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History

  • Receive Date: 15 July 2024
  • Revise Date: 18 August 2024
  • Accept Date: 18 August 2024

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