The Effectiveness of Teaching Self-Regulation Learning Strategies on Achievement Motivation and Motivational Beliefs in Students

introduction: Students from each country are considered as intellectual and intellectual resources of the country. Studies on the motivation and progress and their self-regulation in learning are important and necessary.Therefore, this study aimed to examine the effectiveness of teaching strategies for self-regulation learning on the motivation for progress and Students motivational beliefs. Methods: This study was a semi-experimental included pretest-posttest with control group; moreover, sample has been selected through clustered random sampling among the students of Azad university of Oloom Tahghighat branch in Tehran in 2018. 30 faculty members were selected and divided into two experimental and control groups. The experimental group was trained and the control group did not receive any training. In the post-test, the questionnaires were repeated on both groups. The data collection method was based on the Hermann’s motivation development questionnaire (1977) and Pintrich PR, De Groot Incentive Beliefs (1990). The reliability of the questionnaire was calculated using Cronbach’s alpha method. Its value for the Progressive Motivation Questionnaire was 0.84 and the Motivational Beliefs Questionnaire was 0.75. Data analysis was performed using SPSS software in two sections including descriptive statistics, mean and standard deviation, and covariance analysis statistics. Results: The results of this study showed that the training of self-regulation strategies has a significant effect on increasing the motivation of progress (0.11) and inclining beliefs (0.08) of students (P<0.01). Conclusion: The findings of this study showed that applying self-directed learning strategies to students provides opportunities for them to actively manage processes such as goal setting, self-control, self-assessment, self-motivation. In addition, the learning motivation will be strengthened and facilitated by increasing the orientation of their goals in learning. Therefore, educational institutions should make a major effort to educate and enhance self-regulation learning.