The Relationship Between Achievement Motivation and Learning Self-Regulation with Academic Resilience in Female Secondary School Students
Keywords:
academic resilience, academic self-regulation, achievement motivationAbstract
The purpose of this study was to investigate the relationship between achievement motivation and learning self-regulation with academic resilience among female students in the second level of secondary school. The research method was descriptive and correlational in nature. For data collection, a simple random sample of 160 female students from secondary schools in Ramsar was selected, and they completed the questionnaires of achievement motivation, learning self-regulation, and academic resilience. Data were analyzed using descriptive statistics, Pearson correlation coefficient, and stepwise multiple regression analysis. The results of the Pearson correlation indicated a significant positive relationship between achievement motivation and academic self-regulation with academic resilience. The stepwise multiple regression analysis showed that achievement motivation entered the equation first, followed by learning self-regulation, accounting for 26.10% and 5.70%, respectively, and a total of 31.80% of the variance in academic resilience among the students. Overall, the findings of this study demonstrated that achievement motivation and learning self-regulation are important variables in predicting academic resilience in female secondary school students.
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Copyright (c) 2024 Laleh Dastranj Rodsari (Author); Morteza Tarkhan (Corresponding Author)
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