The Effectiveness of Teaching Self-adjustment-based Learning Strategies in Understanding Students’ Competencies andMotivational Beliefs

Background: Self-adjustment-based learning is an important educational, scholarly, and experimental approach in educative, cognitive,and clinical psychology.Objectives: The present study was aimed to examine the effectiveness of teaching self-adjustment-based learning strategies in understandingof Islamic Azad University’s (Research and Science Unit in Tehran) students’ competencies and motivational beliefs.Methods: Research method was practical in terms of objective; and in terms of data collection method, it was quasi-experimentalwith pre-test, post-test type. The statistical population of the study consisted of all psychology students in Islamic Azad University,from whom 30 individuals were selected for a control group (15 individuals) and an experimental group (15 individuals), using aconvenience sampling method. Data were collected using a self-made questionnaire for competency comprehension and Pintrichand DeGroot’s motivational strategies for learning questionnaire. The analysis of the obtained data was done through SPSS softwarein two sections: descriptive (frequency, percentile frequency, mean, standard deviation, and variations) and inferential (covarianceanalysis).Results: Results showed that teaching self-adjustment-based learning strategies affects Islamic Azad University’s psychology students’understanding of competencies and motivational beliefs. In addition, findings showed that due to self-adjustment-basedlearning strategies, students’ understanding of competencies increased.Conclusions: Teaching self-adjustment-based learning strategies helps to enhance motivational beliefs.

The Effectiveness of Teaching Self-adjustment-based Learning Strategies in Understanding Students’ Competencies andMotivational Beliefs Keywords:

Competency , Motivational Beliefs , Self-Adjustment , Learning Strategies