نویسندگان:

عاطفه پایز¹ ، داود سالاری² ، علیرضا بادله³ ، زهرا زارع⁴ .

¹گروه آموزش زیست شناسی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران.

²گروه آموزش زیست شناسی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران

³گروه علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران.

⁴گروه آموزش زیست شناسی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران

چکیده فارسی: هدف این پژوهش، تعیین نقش یادگیری خودتنظیمی و انگیزش پیشرفت تحصیلی، با میانجی‌گری هدف‌گزینی، در پیش‌بینی عملکرد تحصیلی دانش‌آموزان در درس زیست‌شناسی بود. روش پژوهش، توصیفی و از نوع همبستگی و جامعۀ آماری شامل تمامی دانش‌آموزان پایه‌های دهم، یازدهم و دوازدهم رشتۀ علوم تجربی دبیرستان‌های پسرانۀ سمپاد و نمونه‌دولتی شهرستان ساوه (به تعداد 190 نفر) بود که با استفاده از جدول کرجسی و مورگان، حجم نمونه، 123 نفر برآورد گردیده و به روش نمونه‌گیری طبقه‌ای انتخاب شدند. گرد‌آوری داده‌ها با استفاده از پرسشنامه‌های استاندارد راهبردهای یادگیری خودتنظیمی (MSLQ) پینتریچ و دی‌گروت، انگیزش پیشرفت تحصیلی (ISM) مک اینرنی، جهت‌گیری هدف پیشرفت الیوت و نیز آزمون‌های محقق ساختۀ پایانی ترم اول دروس زیست‌شناسی 1، 2 و 3 انجام شد. ضرایب آلفای کرونباخ بدست آمده برای ابزار گردآوری داده‌ها، به ترتیب برابر 949/0، 943/0، 883/0، 753/0، 713/0 و 701/0، بوده که نشان‌دهندۀ پایایی مطلوب ابزارهاست. همچنین سنجش روایی ابزار (روایی محتوایی با تحلیل عاملی تأییدی، روایی همگرا با معیار متوسط واریانس و روایی صوری با تأیید متخصصان)، نشان از مطلوبیت ابزار دارد. داده‌ها با استفاده از روش‌های آمار توصیفی و آمار استنباطی مورد تجزیه و تحلیل قرار گرفتند. نتایج حاصل از مدل‌یابی معادلات ساختاری، اثر یادگیری خودتنظیمی بر عملکرد تحصیلی از طریق هدف‌گزینی و همچنین اثر انگیزش پیشرفت تحصیلی بر عملکرد تحصیلی، از طریق هدف‌گزینی را مثبت و معنادار نشان داد.

کلمات کلیدی: یادگیری خودتنظیمی ، عملکرد تحصیلی ، انگیزش پیشرفت تحصیلی ، هدف‌گزینی .

A Structural Equation Model of Self-regulated Learning and Motivation Effect in Predicting Students' Academic Performance in Biology Mediated by Goal Setting

English Abstract: The aim of the present study was to determine the role of self-regulated learning and academic achievement motivation, mediated by goal setting, in predicting students' academic performance in biology. The statistical population of this descriptive correlational study included all the tenth, eleventh, and twelfth grade students in the experimental sciences major of Sampad and governmental senior high schools in Saveh city (190 students). Using the Krejci and Morgan table, the sample size was estimated at 123 students, who were selected using stratified sampling. Data collection was conducted using Pintrich and De Groot's Motivated Strategies for Learning Questionnaire (MSLQ), McInerney's Inventory of School Motivation (ISM), Elliott's Achievement Goal Orientation, and researcher-made tests at the end of the first semester of biology. The results revealed significant and positive effect of self-regulated learning and motivation on academic performance mediated by goal setting. Introduction The goal of education for students is to increase their academic performance (Ghaffari et al., 2019), which leads to academic success and achievement of the course goals. Motivation is one of the factors affecting academic performance (Samawi et al., 2015). Motivation for academic achievement refers to behaviors that lead to learning and progress (Gbollie and Keamu, 2017). One of the principles used in motivation that has attracted much research is self-regulated learning, which has been considered an effective factor in academic success and progress (Manzari, 2019). Goal setting, as an important element in the continuation of progress and a very powerful technique, enhances the process resulting from the effects of motivation and can serve as a measure of how individuals and groups implement performance standards (Shams et al., 2019). The results of some studies showed that the direct and indirect effects of emotional intelligence and motivation on students' academic performance are significant (Saadipour et al., 2017). The results of Moradi's study (2016) showed that the effect of students' self-regulated learning, and academic enthusiasm on academic achievement was direct and significant. Clift (2015) showed that students’ self-regulation, mediated by goal setting, has a direct and significant effect on students' academic progress and motivation. A learner with a background in self-regulated learning and motivation who aims to progress can be considered a very good example for research related to academic performance, and can help the researcher achieve the research goals appropriately. Methodology This descriptive-correlational research used structural equation model (SEM) (Zare et ai., 2023). The statistical population of the study included 190 students of experimental sciences in Sampad and governmental senior high schools in Saveh city in the academic year 2020-2021. Based on the Krejci and Morgan table, the statistical sample size was estimated at 123 people, and to achieve greater homogeneity, the stratified sampling method was used.The obtained data were analyzed using descriptive statistics (mean, median, standard deviation, variance, frequency, and percentage) and inferential statistics (Kolmogorov-Smirnov test, Pearson’s correlation test, first- and second-order confirmatory factor analysis based on standard coefficient and significance number (Nameni et al., 2024), and structural equation modeling using LISREL 8.8 software). Questionnaires were completed and the test was administered online. Data collection was carried out in the field using standard questionnaires. An expert panel of ten biology teachers in Saveh city confirmed the validity of the test with the Content Validity Ratio (CVR) of 0.62. Cronbach's alpha coefficient was assessed in SPSS software for the final exams of biology 1, 2, and 3, which showed acceptable reliability of 0.753, 0.713, and 0.701, respectively. Results Kolmogorov-Smirnov test was used to determine the normality of the data. The results for the variables of self-regulated learning, academic achievement motivation, and goal setting showed a significance level of 1.031, 1.121, and 1.230 with a confidence level of 95%. According to the results obtained, the significance level for all variables was greater than 0.05; therefore, it can be concluded that the data distribution of all variables is normal. After ensuring the normality of the data, their analysis was performed using the structural equation model in the LISREL software (Table 1). According to Table 1, the direct effect of self-regulated learning on academic performance is 67 percent and significant (23.72). The effect of self-regulated learning on goal setting, and the effect of goal setting on academic performance have been confirmed; therefore, the indirect effect of self-regulated learning on academic performance through goal setting is significant. Also, the direct effect of academic achievement motivation on academic performance is 24 percent and significant (7.05). According to Table 1, the effect of academic achievement motivation on goal setting, and the effect of goal setting on academic performance has been confirmed; therefore, the indirect effect of academic achievement motivation on academic performance through goal setting is significant. The estimates show that overall, the total effect of self-regulated learning and academic achievement motivation on academic performance has increased with the presence of the mediating variable of goal setting by 0.70 and 0.34, respectively. In other words, the mediating role of the goal setting variable for the effect of self-regulated learning on academic performance was 0.03, and the mediating role of this variable for the effect of achievement motivation on academic performance was 0.10. Discussion and conclusion Among the most important factors affecting academic performance are skills such as self-regulated learning, motivation for academic achievement, and goal setting. Self-regulated learners are able to effectively organize their learning and contribute to their education in various ways. According to the results of this study, in order to achieve the best academic performance, in addition to addressing superior teaching methods and examining strategies for improving teachers' academic level and teaching lesson planning, etc., Education Department should address methods for strengthening students' skills so that they can use those abilities to facilitate their own learning. Skills such as self-regulation, motivation for progress, goal setting, and the like are necessary prerequisites for the success of every student; whether gifted or ordinary, and at any level of education; there can be no limits to it; every learner can have and has the right to benefit from them.