Physical education teachers can influence students' self-determination through the motivational strategies that they use. The current study examined how teachers' reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student s...

abstract   introduction: the aim of present study was the investigation of simple and multiple correlations of motivational strategies (self-efficacy, achievement goals and test anxiety) with english language academic performance.   methods: for this purpose, 296 pre university students (139 girls and 157 boys) were selected by clustery random sampling and motivational strategies and achievemen...

Physical Education (PE) teachers can influence students’ self-determination through the motivational strategies that they use. The present study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of stud...

The present study was designed to initially test a model of the role of a set of cognitive (namely, aptitude and working memory) and motivational (namely, language learning goals, self-efficacy beliefs and self-regulation strategy use) individual differences variables in writing performance of a group of Iranian undergraduate EFL learners and, subsequently, to identify the possible differences ...

Physical Education (PE) teachers can influence students’ self-determination through the motivational strategies that they use. The present study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of stud...

Recent research on self-regulated learning has stressed the importance of both motivational and cognitive components of classroom learning. Much of this research has examined these components without consideration of potential contextual differences. Using a within-subject correlational design, the present study assessed mean level differences in students’ task value, self-efficacy, test anxiet...

Abstract The present study intended, firstly, to investigate the effect of web-integrated instruction on self-regulated learning ability in EFL writing, and secondly, to compare and contrast the effects of paper-based feedback and web-assisted feedback on the self-regulated learning ability. To this end, a quasi-experimental design was applied for both cases. In line with the first objective, ...