Nida Abdolahi, Mohamad Reza Nili Nili Ahmadabadi, Soghra Ebrahimi Qavam, Khadijeh Aliabadi, Mohammad Asgari,
Volume 15, Issue 1 (3-2021)
Background and Aim: Deep and sustainable learning requires a safe and healthy environment. Moreover, paying attention to the intertwined emotional, motivational, cognitive and social processes in the teaching-learning process is vital. Academic achievement motivation and self-regulated learning (SRL) are two important elements in this process that are influenced by the achievement emotions in the learning environment. Therefore, the aim of this study is to evaluate the effectiveness of instructional design model based on control-value theory of achievement emotions (CVT), on academic achievement motivation and self-regulation learning.
Materials and Methods: The research was quantitative and performed by Nonequlment design control group. The statistical population included female second year high school students in Tehran in the academic year of 1997-98, who were selected by multi-stage cluster random sampling in two experimental and control groups. The experimental group was trained according to the instructional design model based on CVT theory and the control group did not receive this training method. The questionnaire of academic achievement motivation and self-regulated learning was administered to the experimental and control groups as pre-test and post-test before and after the implementation of the model. Data were analyzed by inferential and descriptive statistics using SPSS software and multivariate covariance.
Results: The results of univariate analysis of covariance of group effect on the scores of dependent variables show that there is a significant difference between the experimental and control groups in cognitive strategy (F=11/94, P>0/05, η2=0/14), metacognition strategy (F=56/06, P>0/05, η2=0/44), motivational beliefs (F=6/36, P>0/05, η2=0/08) and academic achievement motivation (F=10/69, P>0/05, η2 =0/13).
Conclusion: The result of this study show that the use of instructional design model based on CVT theory has a positive effect on cognitive strategies, metacognition strategies, motivational beliefs and learners' academic achievement motivation.
