The role of interest, self-efficacy and academic self-regulation in predicting academic achievement of students of Islamic Azad University
The purpose of this study is analyzing the role of self-regulation (memory strategies, goal setting, self-evaluation, help finding, the environment structure, learning commitment, organizing), interest (focus, satisfaction, confidence, communication) and self-efficacy in predicting academic achievement of students. Therefore, 265 post-graduate student of counseling major who were studying in second semester of 2014 were selected through cluster sampling and a Motivational Strategies Learning (MSLQ) test, interest and self-regulation were conducted on them. The results showed that among subtests of academic self-regulation, only subtest of self-evaluation has ability to predict academic achievement and among subtests of interest only subtests of confidence has ability to predict academic achievement, but self-efficacy is not able to predict students' progress. Also by using structural equation modeling it showed that there is no direct and indirect significant relationship between interest, self-efficacy and self-regulation. Using adapting model criteria, the conceptual model is consistent with the measurement model.
Keywords: Interest; self-regulation; self-efficacy; academic achievement.