Structural Relationships of Self-Regulation’ Strategies and Metacognitive Awarness with Academic Motivation Regarding the Mediation Role of Need for Cogniton

Document Type : Research Paper

Authors

1 Masters graduate of Educational Psychology, Urmia University

2 Associate Professor of Urmia University

Abstract

Objective: Motivation is one of the most important psychological constructs , The aim of the current research was to investigate the structural relationships of self-regulation strategies and metacognitive awareness with academic motivation, considering the mediating role of need for cognition.
Method: The research method was a correlational description. The statistical population included all secondary school students (all grades) of Hamedan city, of which 449 people were selected based on the number of main structures and based on the cluster sampling method. In order to collect research data, four standard questionnaires were used, which included Bufard's self-regulation, Scharw & Denison's metacognitive awareness, Vallerand 's academic motivation, and Cacioppo and Petty's need for cognition questionnaire. The research data were analyzed by SEM and Amos software.
Results: The findings of the research indicated the significance of the direct effect of the variables of self-regulation strategies, metacognitive awareness and need for cognition on academic motivation and the indirect effect of self-regulation strategies on academic motivation with the mediation of need for knowledge.
Conclusion: Based on the findings, it is concluded that by using measures such as increasing self-regulation, improving metacognitive awareness and strengthening the need for cognition in students, academic motivation can be increased.

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