Abstract

This study aimed to investigate the relationship between motivational beliefs (self-‎efficacy, internal evaluation and test anxiety) and self-regulation learning (cognitive ‎and self-regulation strategies) with students' academic performance in Kerman ‎University of Medical Sciences. For this purpose, 460 male and female students ‎studying during the academic year 2015-2016 were randomly selected using the ‎Cochran's sample size formula. The research employed a descriptive-correlational ‎method. The data collection instrument was the Motivated Strategies for ‎Learning Questionnaire (MSLQ) developed by Pintrich and De Groot (1990), which ‎was used to study self-regulation learning and motivational beliefs. Also, the student's ‎total GPA was considered as a measure of their academic performance. The results of ‎Pearson's correlation test showed that there is a direct and significant relationship ‎between self-regulation learning and academic performance of students at the ‎University of Medical Sciences (P ‎ 0.05; r=0.434) as the students' academic ‎performance improves with increasing self-regulation learning. There was a ‎significant relationship between motivational beliefs and students' academic ‎performance (P ‎ 0.05; r=0.498). On the other hand, there was no significant difference ‎between the two groups (females and males) in terms of motivational beliefs, self-‎regulation learning and academic performance (p <0.05). Independent sample t-test ‎was used to compare the academic performance of male and female students. The ‎results indicated no significant difference between the two groups in terms of ‎academic performance‎‎.